Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Disclaimer

Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014

 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.

This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Setting Clear Learning Targets

Common Core Leadership in Mathematics (CCLM)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Clear Learning Targets shift us away from what we, as teachers, are

covering towards what our students are learning.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Learning Targetsaka

Content StandardsLesson Objectives

BenchmarksLearning IntentionsLearner Outcomes

Expectations

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Learning Targets

Learning Target:Analyze the learning target to determine if it is a math activity or if it is about the math idea students are learning.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

A learning target can take from“five seconds to five weeks”

depending on:

• Complexity of the knowledge, skill, reasoning or product

• Its overall importance in the curriculum

• Students – age, abilities, prior experience and cognitive development

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Classifying Targets

• Knowledge• Reasoning• Skill Targets• Product Targets• Disposition

What types of thinking are required by the standard, the learning targets, and then the skills that must be mastered?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Knowledge Targets• Factual information: verbs such as names,

lists, identifies, recalls• Procedural knowledge: knowing a protocol or

memorizing a series of steps• Conceptual understanding; can explain the

concept clearly

E.g., Identify tenths in decimal form on a number line. Indicate the approximate location of thirds, fourths, and fifths on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Reasoning Targets• Specify thought processes students are to

apply effectively e.g., solve problems, make inferences, defend judgments.

• Ability to apply knowledge in authentic contexts

• Engage in reasoning using their knowledgeE.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Skill Targets

Real time demonstrationPhysical performance

E.g., Use a protractor to draw acute and obtuse angles.Use a compass to draw concentric circles.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Product Targets

Creation of a product

What is the intended learning?

E.g., Create a table, lab report, make a graph, scatter plots.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Writing Clear Learning Targets

Debriefing HomeworkPurpose: To have experiences with writing a learning target that is focused on the mathematics of the lesson students should learn. Logistics:1. Grade Level groups2. Work with a partner or in triads3. Timed 15 minute activity

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Target Discussion

Three Scenarios:

1. Same program same lessons

2. Same program different lessons

3. Different programs

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Target Discussion

Structure for Partners or Triads1) Exchange books2) Designate the lessonsIndividually:• Read the lessons and write a target for each

lessonTogether:Discuss 1) Mathematics of the lesson 2) Student friendly language

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Teacher’s Role in Assessment FOR Learning

1. Identify the standard.2. Deconstruct it to enabling targets.3. Transform to student friendly version.4. Create accurate classroom assessments.5. Use with students to track growth.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

“Students can hit any target they can see that holds still for them.”

~Rick Stiggins

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

In Classroom Practice Targets Should:

• Be posted daily for students to see• Be discussed with students at the beginning of

the lesson• Be reviewed with students at the end of the

lesson• How do you know students reached the

target? (formative assessment)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

So…. The Rhetorical Question

From our work today…What is the message about

Learning Targets?

One more video!

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

• GREG ISHAM