SUPPORTING STUDENTS DURING INSTRUCTION

“We spend a lot of time trying to remediate students who have failed

or are failing our classes. I often wonder why we don’t take that

energy we use addressing failure by doing what we can to prevent

failure in the first place.”

Mindsteps, August 18, 2010

3

Staff Development Learning Targets

I can…• recognize when a student is undergoing a

constructive or destructive struggle in my class• write learning targets for the objective I am

teaching.• write criteria for success for each of my

learning targets.• determine red flags for each of my criteria

for success3

Researchers say…

How will you help those who falter during instruction?

Use Text Rendering Protocol

Group Activity: Categorizing1. Your group will be given a paper with ten statements.

2. You are to discuss each statement and decide if it fits a student who is undergoing destructive struggling or constructive struggling with their classroom studies.

3. Put a check in the box of your choice beside the statement. Write a brief supporting statement in the next box. Be prepared to share your choices.

Constructive vs. Destructive Struggle

Destructive Struggle• Leads to frustration.• Makes learning goals seem

out of reach and further effort feels pointless.

• Feels fruitless.• Leaves students feeling

abandon.• Creates since of inadequacy.

Constructive Struggle• Leads to understanding.• Makes learning goals feel

attainable and effort worthwhile.

• Yields positive results.• Leads students to feelings of

empowerment and efficacy.• Creates a since of hope.

Learning Targets• Are student-friendly descriptions of what

the students are to learn.• Learning targets are designed to be

taught in one to two lessons. • Targets must be measureable.• Targets must be written in language

students can understand.• Targets should allow for scaffolding?

Handout

Learning Target vs. Instructional Objective

Videos

• Elementary: Sharing Clear Targetshttps://center.ncsu.edu/nc/

• High School: High School Learning Targets

https://center.ncsu.edu/nc/

How to Develop a Learning Target

• Determine your Standard or Objective.• Identify the essential part(s) of each objective that

you want your students to learn—these are your targets.

• Design a strong performance of understanding—these are thinking skills and applying new knowledge

• Write the learning targets in language students can understand.

• Students should be able to use I can statements.

Activity

Identifying Learning Targets

Criteria for Success• The criteria for success focuses on what

students will be doing during the learning process.

• The criteria for success provides an understanding of what quality work should look like.

• The learning targets should be met after achieving the criteria for success.

Video

Middle school examplehttps://center.ncsu.edu/nc/

Name ________________________________ Date ___________ Unit 6

Learning Target: I can name the place value of a digit in a given number. Date covered: _____________

Criteria for Success: I will write the number in a place value chart by lining up the decimals. I will look at the column for the digit to identify the place value.

Notes and Examples:

Thou

sand

s (1

000)

Hund

reds

(100

)

Tens

(10)

One

s (1)

. Tent

hs (1

/10)

Hund

redt

hs

(1/1

00)

Thou

sand

ths

(1/1

000)

Write the number.

Learning Target: I can write a decimal to represent the shaded part of a whole. Date covered: ______________

Criteria for Success: I will look at the number of pieces in the whole. If the number of pieces in the whole is ten, I will write the number with the last digit in the tenths place. If the number of pieces in the whole is 100, I will write the number with the last digit in the hundredths place.

Notes and Examples:

Crite

ria fo

r Suc

cess

Example

Grade/Subject: 8th Grade/Exploring Business TechnologiesObjective: Interpret supply and demand graphs

Learning Target Criteria for Success Formative Assessment Red FlagI can discuss how supply and demand are related and how they affect the price of goods. I can find and interpret the market price and quantity exchange on a supply and demand graph. I can interpret supply and demand graphs for various situations.

I will communicate how supply and demand are affected as the price of goods change. (increase, decrease, or stay the same). I will develop a supply and demand graph and interpret the market price and the quantity exchanged on the graph.I will interpret the supply and demand graphs in the Changing Price of Corn activity by locating the market price on the accompanying graphs and discussing the effect of supply and demand on the price of corn. I will identify the relationship between supply and demand and the cost of the product.

1. What misconceptions do you think students might have? 2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you

provide)?

Formative Assessment Plan

NOT a new form to fill out!

Group Activity

• Using Criteria for Success, how can you determine when a student needs help?

• Write a potential “Red Flag” for one of the learning targets.

Red Flags

• “Red Flags” are early-warning signals that students are headed for a destructive struggle and should be:– very clearly defined– hard to ignore– trigger action– focused only on academic concerns, not student

behaviors.• Example: Students that miss more than 2 problems

on a 10 problem math test.

What do we want our students to

learn?

What do we want our students to

know?

How will we know they are learning it?

How will we respond when they

don’t learn it?

LEARNING TARGET CRITERIA FOR SUCCESS

ASSESSMENT MEASURE

RED FLAG BASELINE

RED FLAGS WORKSHEET