charting a course of action for instruction & learning

Charting a Course of Action for Instruction & Learning

Ashland City School District Deconstructing & Mapping the New

StandardsFall, 2012

Essential Questions

What are “Learning Targets”?

Do I know how to identify the “Concept/s & Learning Target/s” of the Common Core State Standards?

How do the Learning Targets connect to “Levels of Rigor”

What is Rigor?

How do I look for RIGOR during a classroom walkthrough?

What is “Cognitive Demand”?

Reflection.....

In our teacher training…• we likely first

learned to lesson plan

• then we wrote unit plans

…but the complete picture may never had been painted.

Often times we missed the “Learning Target”...

Let’s have a system – because...

Hope is not a strategy –and

Random “piecing together” is not a tactic

Understanding standards requires a systematic approach....

Students who can identify what they are learning will significantly outscore those

who cannot!

Robert J. Marzano

Reflection.....

Educators & Students must be able to answer……

Where am I going?

Where am I now?

How can I close the gap?

How will I know I’m getting there?

How can I keep it going?

Spiraling and Scaffolding

What is the difference between spiraling and scaffolding?

Scaffolding & Spiraling

Standard Deconstruction

RL 9-10. 1. Cite strong and “thorough” textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Section 2: Deconstruction/Unpacking the Standards

Compare & Contrast

RL.8.1. Cite the textual evidence “that most strongly” supports an analysis of what the text says explicitly as well as inferences drawn from the text

RL 9-10. 1. Cite “strong and thorough” textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text , “including determining where the text leaves matters uncertain.”

Keys to Discovering the Learning Targets?

First, identify the “Learning/Achieveme

nt Targets”

Find in the standard what you want students to do.

Essential Question:Why are clear “Learning Targets” important for

teachers?

Teacher Discussion Groups

Groups share

Improving Student Learning

5 Research-based strategies that significantly improve student learning: Clear learning targets Questioning Feedback Peer assessment Self-assessment

Learning Targets

Knowledge

Reasoning

Demonstration

Products

Target #1 - Knowledge

Mastery of a

subject content

includes both

knowing and

understanding it.

Knowledge Examples

Identify metaphors and similes

Read and write quadratic equations

Describe the function of a cell membrane

Know the multiplication tables

Explain the effects of an acid or a base

Target #2 - Reasoning

The ability to use knowledge and understanding to figure things out and to solve problems.

Reasoning Examples

Use statistical methods to describe, analyze, evaluate, and make decisions.

Make a prediction based on evidence.

Examine data/results and propose a meaningful interpretation.

Distinguish between historical fact and opinion.

Target #3 Demonstration

The development of proficiency in doing something where the process is most important.

Demonstration Examples

Measure mass in metric and SI units

Use simple equipment and tools to gather data

Read aloud with fluency and expression

Participates in civic discussions with the aim of solving current problems

Dribbles to keep the ball away from an opponent

Target #4 - Products

The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

Product Examples

Construct a bar graph

Develop a personal health-related fitness plan

Construct a physical model of an object

Write a term paper to support a thesis

Essential Question

What is the difference between a

STANDARD

and a

TARGET

An Example

STANDARD: An excellent golf swing

TARGETS: Proper placement for feet (stance) Proper grip while maintaining stance Swing A, B, C (3-parts to swing)

ACTIVITIES: Watch videos of great golfers and imitate

their stance

When should

these be added and/or

developed?

Creating Targets for “Driving a Car with Skill”

What knowledge will students need to demonstrate the intended learning?

What patterns of reasoning will they need to master?

What demonstration of understanding is required, if any?

What product development capabilities must they acquire, if any?

Driving a Car with Skill

Knowledge Know the law Read signs and understand what they mean

Reasoning Evaluate ‘am I safe’ and synthesize

information Take action if needed

Demonstration Steering, shifting, parallel parking, …

Product

Integrate and follow with mastery all laws, signs, driving guidelines while driving

Are the Standards Clear?

Deconstruction involves taking a standard and breaking it down into manageable learning targets—Knowledge, Reasoning, Demonstration, and/or Products—so that students and teachers can accurately identify what students should know and be able to do.

Why Deconstruct the Standards?

Although the New Standards have been written to be precise and clear, they are still open to multiple interpretations

Standards are not meant to be mastered in one learning opportunity

Educators and students require common and clear learning targets

The rigor of the curriculum is identified in the skills students are learning – NOT THE STANDARDS

Deconstructing the Standards – Step #1

Steps to Define Learning Targets

1. Identify the nouns and noun phrases to identify key concepts (what kids need to know).

2. Locate verbs (what kids need to do with the concepts) to identify key target(s).

3. Place the targets into one or more Learning Target Categories

Section 2: Steps 1, 2, and 3

Deconstruction/Unpacking the Standards

Step 1:Identify Key Concepts

Step 2:Determine the Learning Targets (Verbs)

Step 3: Learning Target (K, R, D, P)

Strong Textual EvidenceThorough textual EvidenceAnalysisTextInferences

CiteSupportDrawn from text

KK/RR

RL 9-10. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Securely Held Content

Step 4: Identify the Securely Held Content by:

a. Identifying if this a culminating standard?

b. What part of the standard will be used in the assessment

Step 5: Clarify Terms Vocabulary

Clarify Terms that might be interpreted in multiple ways for interpretation or seem vague.

What terms must students know?

Application Activity: Identify the Learning Targets in the

following standard.

• Underline the key concepts (nouns or noun phrases)Identify the learning targets (verbs)

RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot: provide an objective summary of the text

Without Clear Targets We Can’t

Do Any of the Following…

Know if the assessment adequately assesses the standards

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.

Progress monitor a student’s mastery of the learning target within each standard.

Create a standards-based report card.

Where do we go from here?

Handbook Walkthrough

Mapping

Classroom Walkthroughs