Learning Targets
NNMST Science Breakout Session December 8, 2011
Learning Targets and Success Criteria
Learning targets:
• I can extract and create
learning targets from a
standard.
• I can identify the role
that learning targets
play in promoting and
monitoring student
learning
• “You can enhance or destroy
students’ desire to succeed in
school more quickly and
permanently through your use of
assessment than with any other
tools you have at your disposal.”
– Rick Stiggins
Guiding Question
• What would a classroom look like
that was fully devoted to learning?
Essential Question
How can we promote and
monitor student
learning?
Keys to Quality Classroom Assessment
Accurate Design
Effective Use
Key 1: The PURPOSE of the
assessment is clear.
Key 2: The TARGETS of the
assessment are clear.
Key 3: Appropriate METHODS
and methodology are employed.
Key 4: Effective COMMUNICATION is utilized.
Key 5: Students are INVOLVED in the process.
Classroom Assessment for Student Learning
Stiggins, Arter, Chappuis, & Chappuis, 2004
8th-Grade Inquiry
Standard Common Assessment Data
Assessment Learning Targets
Page 3
 I can define and identify quantitative data.
 I can define and identify qualitative data.
 I can create examples of and graphically display quantitative
data.
 I can create example of and logically organize qualitative
data.
 I can manipulate quantitative data to be qualitative and
qualitative data to be quantitative.
Classroom Proficiency
Far Below
Basic
0.00%
Below Basic
Basic
Proficient
Advanced
0.00%
6.67%
13.33%
80.00%
What are the learning targets?
• A learning target is any achievement
expectation for students on the path toward
mastery of a standard.
• It clearly states what we want the students to
learn and should be understood by teachers
and students.
• Learning targets should be formatively
assessed to monitor progress toward a
standard.
Standards and Targets
Page 9
Mapping an Assessment Plan
• Use the mapping template (pg. 11), write a
brief description of a summative assessment
for the standard.
• Write a brief description for two or three
formative assessments that will help learners
succeed with the summative assessment you
identified. Add timeline considerations to
make it manageable.
Mapping an Assessment Plan
• How might a test plan help ensure that the
test is valid?
Role of Learning Targets
• As a table group, identify the role learning
targets play in promoting and monitoring
learning by completing this statement:
– Without learning targets, we can’t …
Without Clear Targets . . .
We can’t
• Know if the assessment adequately covers and samples
what we have taught.
• Correctly identify what students know and don’t know and
their level of achievement.
• Plan next steps in instruction.
• Give detailed, descriptive feedback to students.
• Have students self-assess or set goals likely to help them
learn more.
• Keep track of student learning target by target or standard
by standard.
• Complete a standards-based report card.
Using the science standards that you identified for
your unit, apply the “finding our targets” process.
• Identify any places that will require success
criteria.
• Identify any places that will require direct
instruction.
• Identify any places that might require a
formative assessment.
• Identify any places that might require
standards of quality or a rubric.
• “There is no more foundational activity for a
school leader than making sure that there are
clear learning targets aligned to whatever
standards are in place in the school or district,
that teachers understand them and teach to
them, and that students understand them and
reach for them.”
• Connie Moss and Susan Brookhart, “Leveling the
Playing Field: Sharing Learning Targets and Criteria for
Success”
•“Cher chez lé target.”
• Jan Chappuis
Learning Targets and Success Criteria
Learning targets:
• I can extract and create
learning targets from a
standard.
• I can identify the role
that learning targets
play in promoting and
monitoring student
learning
Classroom Curriculum Design
• Where are you in the process?
–
–
–
–
–
–
Learning window
Essential Questions
Summative assessment
Diagnostic/Pre-assessment
Curriculum topic study
Task rotation
• Have you saved your work to the Dropbox folder
so we can provide feedback on your work?
“We would argue that the things you
do well were taught to you through a
series of intentional actions. You
probably did not develop high levels of
skills from simply being told how to
complete tasks. Instead, you
likely had models, feedback, peer
support, and lots of practice.”
Fisher and Frey from Better Learning
through Structured Teaching (2008)
The Learning Activities: Our Organizer…..
FOYER
Where we activate students’
knowledge & arouse
student interest to help them
anticipate the learning to
come
WORKSHOP
Where students
rehearse, practice, &
evaluate the progress of
their learning
LIBRARY
Where we provide
Information & ideas thru
Lecture, readings, or
Viewings.
KITCHEN
Where students cook up
a product that
demonstrates the full
scope of their learning.
Silver Strong & Associates, Thoughtful Education Press 2010
PORCH
Where students lean
back, reflect, generalize,
& question what they
have learned.
Where is your focus?
Think back to your personal unit
development…
– What part of the house got most of your attention?
Place a RED dot in that particular room on the chart.
– What part of the house received the least amount of
your attention? Place an ORANGE dot in that particular
room on the chart
Reading and Writing
to Learn Science
Science Breakout Session
NNMST December 8, 2011
Our Learning Target
• I can identify ways to
embed reading and
writing into a unit of
study in order to
improve learning of
science content.
From Power Tools for Adolescent Literacy
by Rozzelle & Scearce
• Learn as much by writing as by reading.
– Lord Acton
• Meaning making is not a spectator sport.
Knowledge is a constructive process; to really
understand something each learner has to
create a model or metaphor derived from that
learner’s personal world. Humans don’t get
ideas, they make ideas.
– Art Costa
From Power Tools for Adolescent Literacy
by Rozzelle & Scearce
Weather & Climate: A Unit in Patterns
‘Unit’ Focus Questions
Which is more predictable:
weather or climate?
– What are weather and climate?
– What affects weather and climate?
– What impact do humans and nature have on
weather and climate?
– How is trend data used to predict weather and
climate? How accurately can we predict weather?
Climate?
Question 1 (The Foyer)
What will I do to activate prior
knowledge, generate ideas, arouse
interest and provide engagement?
“First you have to get their attention.”
 Respond to each
Question
Travel as a Team of 2-3
Move when time is
called
Question Museum Debrief
• With your table group,
discuss the following:
– What question was most
interesting to you?
– Which did you understand
the best? The least?
– What is one question that
comes to mind that you
would like to explore more?
Strategy Debrief
• Does the “Question
Museum” strategy activate
students’ prior knowledge
and arouse student
interest?
• What kinds of questions
were used in the “Question
Museum”?
Question 1 (The Foyer)
What will I do to activate prior
knowledge, generate ideas, arouse
interest and provide engagement?
What’s the Payoff?
• Why do we need to help students to “get
ready” to build their knowledge?
• What benefits would we expect?
• What happens if we don’t plan in this way?
• “Engagement is obviously a central aspect of
effective teaching. If students are not
engaged, there is little, if any, chance that they
will learn what is being addressed in
class…student engagement happens as a
result of a teacher’s careful planning and
execution of specific strategies…student
engagement is not serendipitous.”
– From The Highly Engaged Classroom by Marzano
Questions for the Foyer
• How will you help students know where they
are going and why?
• How will you help them activate their prior
knowledge, assess their skill levels, and
identify their interests?
• How will you hook the students through
engaging and thought-provoking activities?
• How will you help students develop insight
into the products they will create and the
knowledge they will construct?
Strategies for the Foyer
• Curriculum Design Folder, page 91
• “Interactive Techniques”
– Numbers: 1, 6, 9, 11, 12, 15, 22, 33, 39, 48, 83,
136, 174
What will you do to activate prior
knowledge, generate ideas, arouse
interest and provide engagement?
Question 2 (The Library)
What will I do to help students
effectively interact with new
knowledge?
Video: Climate Denial Crock of the Week
“Weather & Climate: Agree/Disagree Statements”
1. Prior to viewing video writing activity
- predictions
2. After viewing the video activity
- evidence for support
- using the evidence AND a comparison
text frame, write a paragraph describing
differences between climate and
weather
Video: Climate Denial Crock of the Week
“Weather & Climate: Agree/Disagree Statements”
1. Prior to viewing video writing activity
- predictions
2. After viewing the video activity
- evidence for support
- using the evidence AND a comparison
text frame, write a paragraph describing
differences between climate and
weather
Agree/Disagree Debrief
• When should summary frames be used? Not
used?
• What literacy standards did the previous
activity address?
Reading for Meaning
Strategy Debrief
• Triad discussion – 1
min/person
• Does the Reading for Meaning
strategy help students
effectively interact with new
knowledge? Why or why not?
• Discuss some ways the
strategy might be used in your
classroom. Unit?
Reading for Meaning
PLC Guide
• “At the heart of any Reading for Meaning lesson is a set of
statements about a text, a group of texts, a word problem, a data
chart, a painting, a lab experiment, or just about any other source
of information that you want students to think about deeply.
• Reading for Meaning statements need not be true:
–
–
–
–
They can inspire debate;
Encourage speculation;
Be open to interpretation;
Even be flat-out false.
• What is important is that students gather evidence that supports or
refutes each statement or, as is sometimes the case with
particularly rich or open-ended statements, that supports and
refutes the statement.” pg. 13
Reading for Meaning
PLC Guide
•
•
•
•
Section 1: Why Reading for Meaning?
Section 2: Planning a Lesson
Section 3: Evaluating the Lesson
Section 4: Learning from Student Work
Question 2 (The Library)
What will I do to help students
effectively interact with new
knowledge?
Article: What’s the Difference Between
Weather and Climate?
Divide in two groups
1. Group A and Group B
2. Follow the instructions for your assigned group
Article: What’s the Difference Between
Weather and Climate?
Group “A” instructions…
• Read the article
• Write a summary of the article on a separate
sheet of paper
Article: What’s the Difference Between
Weather and Climate?
Group “B” instructions
• Before reading: Jot down what you think the key
differences are between weather and climate.
• During reading: Use the Top Hat Comparison
organizer to capture the key ideas from the
article.
• After reading:
– Summarize – similarities, differences. Use the text
frame to help write your comparison. Write summary
on a separate sheet of paper.
Top Hat Comparison
What’s the difference?
• Two groups reading the same article; both
asked to write a summary
Top Hat Comparison Debrief
• Does the Top Hat
Comparison strategy help
students effectively interact
with new knowledge? Why
or why not?
• Discuss some ways the
strategy might be used in
your classroom.
• How does this strategy
target the literacy
standards?
Factors that Affect
Weather & Climate
• Before Reading Scan the two pieces of text.
– Weather, from World Book Advanced
– Climate and Its Causes
Note how they are formatted differently. Jot down
what you already know/think about the factors
affecting weather and climate.
• During Reading of the following sources of
information, complete the appropriate Cause &
Effect organizers.
Cause
Effect
→
Factors that Affect
Weather & Climate
• After Reading Use the text frame to help you
summarize the factors that affect
weather/climate. Then, share with your
partner.
• What’s your thinking so far – which is more
predictable: weather or climate?
Cause & Effect Debrief
• Find a partner from a different
table. 1 min/partner
• Does the Cause and Effect
strategy help students
effectively interact with new
knowledge? Why or why not?
• Discuss some ways the strategy
might be used in your
classroom. Unit?
Question 2 (The Library)
What will I do to help students
effectively interact with new
knowledge?
What’s the Payoff?
• Why do we need to help students acquire
knowledge—not only raw information but also
tools for making sense of the information?
• What benefits would we expect?
• What happens if we don’t plan in this way?
• “…the basic generalization [from the research]
has been that learners must be actively
engaged in the processing of information and
that the teaching and learning process
involves an interaction among the teacher, the
students, and the content.”
– From The Art and Science of Teaching, Marzano,
pg. 31
Questions for the Library
• How will the students acquire the knowledge,
understanding, skills, and habits of mind they will
need to succeed in the unit?
• How will you engage students and what tools and
strategies will you used to help students obtain the
critical information and construct meaning?
• How will you provide for different learning styles,
intelligences, and ability levels so that all students
will be engaged and achieve success?
Strategies for the Library
• Curriculum Design Folder, page 92
• “Interactive Techniques”
– Numbers: 2, 3, 4, 5, 12, 14, 18, 20, 21, 26, 29, 33, 34, 38,
45, 46, 47, 60, 62, 74, 82, 86, 92, 136, 163
What will you do
to help students
effectively interact
with new
knowledge?
• Reminder
– Save your unit!
P-12 Mathematics and Science Outreach of
PIMSER
NNMST SharePoint Site
http://www2.research.uky.edu/pimser/p12mso/
NNMST/default.aspx
Next meeting prep – January 19, 2012
Homework
• Read Chapter 4 in Drive and
complete the reading guide
• Finish any parts of unit up to this
point
• Science—examine probe books to
identify any probes that might work
with unit…