Eyes on the Prize

1. Eyes on the Prize Creating Learning Targets to Increase Student Success FDRESA 2014

2. Where are we going? How do we get there?

3. Today’s Targets • I can define learning targets and distinguish them from standards and activities. • I can explain why learning targets are important for teaching and learning. • I understand and can use a process for developing learning targets. • I know how to incorporate learning targets into instructional plans. • I can articulate what I know about learning targets and can create a plan for teaching my colleagues.

4. What… • What are learning targets? • How are they different from standards and activities?

5. What are learning targets? • Clear learning targets are the core of the teaching and learning process. • They provide clarity of learning for learning. • Clear learning targets are the pieces that make up the larger learning goals known in most states as standards. Source: Battelle For Kids Clear Learning Targets Guide, p. 3

6. Reading Activity • “Knowing Your Learning Target” (ASCD) • Scan the article’s subheadings and read the introduction: What is a Shared Learning Target? • Discuss with elbow partner what you most want to learn from this article. • Read and share key points from the most meaningful section to you. • Volunteers will share out.

7. Components • Concept or main idea: NOUN • Skill (measurable behavior): VERB • Context: specific condition where the skill is applied

8. Examples • I can write a summary of a newspaper article. • I can locate fractions on a number line. • I can describe the interactions contained in the rock cycle. • I can identify cause and effect relationships in informational text.

10. What is the difference between a STANDARD a TARGET and an ACTIVITY?

12. Standard vs Learning Targets • Standards • What we want students to be able to know and do at the end of any given time • Learning Targets • Statements of intended learning based on the standard • Kid-friendly • Specific to the lesson of the day • Directly connected to assessment • Should address the cognitive demand of the standard

13. 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

14. A Mathematics Example • Math • Decimals • Page 152 in the book • Going on a decimal hunt • Read decimals and put them in order Subject Topic Assignment Activity Learning Target

15. Is this a Target? • Complete a senior project • Build a bird Feeder • Use a band saw safely • Analyze a lab report • Construct a diorama How would you assess?

16. Your Turn Choose an area of study from your grade level: • Subject • Topic • Standard • Learning Target(s) • Activities • Assessment Opportunities *Be prepared to share with another group and evaluate.

17. Why… • Why do we need learning targets? • What research supports this approach? • How do learning targets help students?

19. Without Clear Targets We Can’t … • Know if the assessment adequately covers and samples what we 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.

20. Students who can identify what they are learning significantly outscore those who cannot.Robert J. Marzano

21. How… • How do I create learning targets? • What are the process steps? • How do I use learning targets in my classroom?

28. Examples: K, R, S, or P? • I can name and label the parts of a cell. • I can use correct punctuation in a sentence. • I can identify special quadrilaterals. • I can recall key details and events in a story. • I can create a model of the earth. • I can explain the main idea of a text or poem. • I can compare forms of government. • I can analyze a character’s actions and feelings. • I can read with expression and accuracy. • I can write an argumentative essay. • I can read closely to find answers to questionsabout a text.

29. Key Questions • What will I be able to do when I’ve finished this lesson? • What idea, topic, or subject is important for me to learn and understand so that I can do this? • How will I show that I can do this, and how well will I have to do it?

30. How to Create Clear Learning Targets—4 Easy Steps Step 1. Unpack the learning goal or standard. Step 2. Ask yourself, “Is this goal a power standard?” Step 3. Break the learning goal down into smaller learning pieces or targets. Step 4. Re-write these targets in student-friendly language. I can… We are learning to… I know… Please Note: The process of creating targets does not always have to be with one standard/goal at a time. It is often appropriate to group a few goals together to do this work. These standards could be in the same subject area, cross-curricular or interdisciplinary.

31. Step 1: Unpack the learning goal or standard. CC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinions and reasons. d. Provide a concluding statement or section.

32. Step 1: Unpack a standard • CC8W1: Write arguments to support claims with clear reasons and relevant evidence. • a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. • b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. • d. Establish and maintain a formal style. • e. Provide a concluding statement or section that follows from and supports the argument presented.

33. Step 1: Unpack the learning goal or standard. MCC7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

34. Step 2: Ask yourself, “Is this goal a power standard?” • Is this a life skill? • Does this standard apply to many different contexts or disciplines? • Does mastery of this standard prepare students for the next level?

35. Step 3: Break the learning goal down into smaller learning pieces or targets. Grade 3 Writing Standard 1: KY deconstructed ELA Common Core

36. Step 3: Break the learning goal down into smaller learning pieces or targets. • Know the formula for the area of a circle • Know the formula for circumference of a circle • Use the formula for both to solve problems • Give an informal derivation of the relationship between both

37. Step 4: Re-write these targets in student-friendly language. • I can state the formula for the area of a circle and can define/explain each part. • I can state the formula for the circumference of a circle and can define/explain each part. • I can use the formulas for the area of a circle to solve problems (computation and application problems). • I can use the formulas for the circumference of a circle to solve problems (computation and application problems.) • I can demonstrate through modeling/drawing/words the relationship between the area of a circle and the circumference of a circle.

38. Step 4: Rewrite these targets in student friendly language. • I am able to write an argument in which I introduce and support a claim with relevant evidence. • I know how to develop a conclusion that supports my claim. • Etc. • Etc. • Etc.

39. Your Turn • Choose a standard from your grade level • Follow the steps for creating clear learning targets. • Exchange with another set of eyes (different grade level or school group). • Critique your example using guidance from this presentation. • Continue working on learning targets for the allotted time.

40. Discussion • How do we incorporate learning targets into our daily instruction? • How do we communicate them to students and parents? • How do we know our students are hitting the target? • What will we do if they are not “getting it”?

41. How do we support our colleagues in understanding and creating learning targets? • What resources and support do we need? • How do we plan for PLCs?

42. A Focus on Learning Teachers are moving from a focus on what is taught to a commitment to the learning of each student. Principals are modeling and setting priorities for student learning. A Collaborative Culture In a professional learning team, principals and teachers work together interdependently doing "whatever it takes" to help all students learn. The collaboration is a means to an end. A Collective Inquiry into Best Practice and Current Research Teachers and principals share knowledge and work together to study and learn best practices and make data-based decisions. Educators are guided by a clear vision of what essential knowledge and skills students must learn. Action Orientation: Learning by Doing Teachers in a professional learning team take action and make commitments to try new things and then share their results publicly with their team. Commitment to Continuous Improvement The results are analyzed and processes are examined to be more effective. In others words, the learning for teachers and students is continuous. Results Orientation Goals are measured by the improvement in student learning.

43. Today’s Targets • I can define learning targets and distinguish them from standards and activities. • I can explain why learning targets are important for teaching and learning. • I understand and can use a process for developing learning targets. • I know how to incorporate learning targets into instructional plans. • I can articulate what I know about learning targets and can create a plan for teaching my colleagues.

44. Eyes on the Prize • How are learning targets developed and used to support student learning? • Why are they important to both students and teachers? • What knowledge, skills and resources do I need for my role as a PLC leader on learning targets?

45. References • Knowing Your Learning Target: http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx • Clear Learning Target Guide: Battelle for Kids • Solution Tree presentation: How Do We Write Learning Targets to Assess Students (Sarah Schuhl) • Kentucky Office of Teaching and Learning presentations: Learning Targets