Common Core:

Hitting the Target

Presented by FCUSD

Professional Development Academy

By PresenterMedia.com

Where are

we going?

Students who receive active instruction and supervision achieve more than students who work through curriculum materials on their own (Brophy and Good, 1986). …active instruction results from professional planning, thinking and decision making by teachers (Clark and Peterson, 1986).

Making sure that students understand what is expected and why…is equally useful in fostering personal and social responsibility…as it is in promoting academic achievement. (Anderson, 1985) (Duffy 1986)

Some Research…

Some Research…

Effective teachers are clear about what they intend to accomplish in their instruction and in communicating its purposes to the students…they create learning situation in which students are expected not just to learn facts…but to organize information in new ways and solve problems for themselves.

(Porter and Brophy, 1988)

Clear and Effective Learning Targets

Agenda: Session One

Terms for the day

Our Learning Targets

Item 1

Item 2

Item 3

Glossary

New Terms

Learning Target Types: Knowledge, Reasoning, Skills, Products

Intentional Teaching

Student-Friendly Learning Targets

What

are

Learning

Targets?

Today’s Learning Targets I can explain why learning targets are essential to effective teaching and learning.

I can describe attributes of well-designed learning targets.

LT 1

LT 2

LT 3

LT 4

I can classify learning targets by type: knowledge, reasoning, skill, product.

I can explain how a standard translates into a student friendly learning target.

I can explain why learning targets are essential to effective teaching and learning.

Learning Target #1

Engaging the Nintendo Generation

For our purposes, begin at 0:26…

In a word, they will be

DIFFERENT. Our teaching must look different as well.

What has worked in the past may not work as well…

It is time to fundamentally change…the research, brain science and studied practices have the potential to revolutionize teaching and learning: if we are willing to jump in and embrace what we have learned about this new type of student.

Why do we have to change?

First and foremost, it is about LEARNING. But, a word about the NEW assessments…

Kids between the ages of 8 and 18 spend 11.5 hours a day using technology — whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. In a study called “Your Brain on Google (2011)” Small and his

peers tested the brain activity of two groups — “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”– while reading a book versus conducting a Google search.

WHAT DO YOU THINK WERE THE RESULTS BETWEEN

THE TWO GROUPS—READING A BOOK? GOOGLE SEARCHING?

Some Research on How

Students are Wired Differently!

In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.

Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”

Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.

“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”

Some Research on Students Wired Differently!

Intentional

Teaching

means…

Teacher Benefits of Using

Learning Targets 1. Know what to assess

2. Select appropriate assessments

3. Gain clarity on planning instructional activities

4. Balance coverage vs. depth

5. Profoundly understand the purpose of each assessment

6. Reflect exactly what you will teach and what students will learn

7. Build further learning experiences from assessment data

Student Benefits of Using

Learning Targets 1. “Students can hit any target they can

see that can hold still for them.” (Stiggins)

2. Student-friendly terms explain learning outcomes

3. Statements are clearly posted and referred to so students can self-assess

4. Students can monitor their own learning

5. Students profoundly understand the purpose of each assessment

6. Students are engaged in learning because they know what they are supposed to know!

7. Students reflect on their own learning and performance and make decisions about re-takes, need for more help, etc.

Students talk about targets!

Statements are

clearly posted

and referred to

OFTEN so students can

self-assess.

Students need to know what learning targets they are responsible for mastering, and at what level. (Marzano, 2005)

Once students understand where they are headed, they are more likely to feel that they can be successful, can actually reach the goal. (Bandura, 1997).

Students who have self-efficacy are more likely to persist in their work and especially more likely to persist in the face of challenge (Pajares, 1996).

Some Research

I can describe attributes of well-designed learning targets.

Learning Target #2

Designed in student-friendly language. “I can” statements.

Includes measurable objectives that are directly tied to assessment.

Directly reflect standards (think CCSS). Can be accomplished in a few days at

most.

Specific to what and how: Empower students to take ownership of their learning.

Clear Learning Targets

Learning Targets

Learning Targets are: …as opposed to:

Accomplished in a few days at most.

Long term unit goals and plans and/or essential questions.

Specific to what and how. Global and ambiguous, more abstract conceptual knowledge.

Made up of a single concept and/or a skill.

Comprised of many components, long term projects and Big Ideas.

CLEAR TARGETS

Learning Targets are: …as opposed to:

Teachable/learnable using a variety of strategies, instructional activities, contexts, tools.

A repeated formula or approach that includes mostly memorization.

One achievement in a sequence of scaffolded accomplishments, with a focus on what is to be learned.

Focused on over-arching themes/ideas/skills.

EFFECTIVE OR NOT?

Presented by FCUSD

Professional Development Academy

By PresenterMedia.com

YOU BE THE JUDGE:

Be able to identify the adverbs in sentences.

Be able to discuss the main characters in The Outsiders.

I can identify correct noun-pronoun-verb agreement.

I can identify major conflicts in Act 2 of The Crucible & their relationship to the plot.

I can revise sentences to ensure correct subject verb agreement (in compound and

complex sentences).

I can explain how the ideas in Kurt Vonnegut’s editorial On Competition in American Society connect to the ideas

in his short story, Harrison Bergeron.

Understand checks and balances.

I can identify the main concepts from Locke and Hobbes (civil society, rights, role of government)

I can identify the main ideas in excerpts from Locke’s Two Treatises of Government and Hobbes’ Leviathan.

I can explain the significant differences between Hobbes’ view of the modern state and Locke’s view of the modern state (i.e. social contract, rights, use of force).

Understand photosynthesis.

Be able to understand the properties of water.

I can identify covalent bonds.

I can compare and contrast the two types of waves (P and S) caused by

seismic activity.

I will identify the parts of a business letter to prepare for a summative

assessment.

I will play flag football.

I can correctly respond to questions in the present tense using ser or estar.

I can explain how Van Gogh chose to manipulate texture and color to create

images of emotional intensity (i.e. positive feelings, negative feelings, and

self-judgment.)

Graphs of Quadratic Functions

I can graph a quadratic function and identify key features of the graph.

I can graph a quadratic function and determine the

coordinates of the maximum or minimum.

I can classify learning targets by type: knowledge, reasoning, skill, product.

Learning Target #3

• “What I need to know.”

Knowledge

• “What I can do with what I know.” Reasoning

• “What I can demonstrate.” Skills

Products “What I can make to show my learning.”

I can explain how a standard translates into a student friendly learning target.

Learning Target #4

Standard:

Learning Objective:

Student-friendly learning target:

Agenda: Session Two

Learning Target Experiences & Examples

Create Learning Targets From Our Assessments

Item 1

Item 2