September 26, 2013

1. Ingham ISD Leadership Academy PLCs September 26, 2013 Presented by: Mike Moreno  Waverly MS Nate Stevenson  Ingham ISD Roberta Perconti  Ingham ISD

2. Agenda • Review Visible Learning • Brief Discussion • Integrating Clear Learning Targets • CLTs in Development and Practice • Review – CLT • Assessment

3. Today’s Learning Targets Participants will be able to… • write clearly defined, observable, measurable learning objectives. • state at least three (3) reasons for using clear learning targets.

4. Review Visible Learning by John Hattie

5. Review (cont’)

6. Visible Learning Provides a systematic look at the likeliness each practice, policy, and strategy will increase student achievement. • But how do we know if learning is occurring? • How do we know if learning is occurring every hour of every day?

7. Activity Think  Pair  Share • Think – silent and independent • Pair – share your ideas with a partner • Listen to your partner’s ideas • Shareyour partner’s ideas with the larger group

8. Think  Pair  Share • Take 60 seconds to think about how you ensure that learning is taking place. • Tell a partner how you ensure learning is taking place. • Share your partner’s answers with your table group.

9. How do we know learning is taking place? • We observe • Infer • Do formal observations • Assess • Look at data • Exceptional classroom management can often masquerade as learning • Orderly classrooms do not always produce high achievement • Noisy classrooms are not necessarily associated with low achievement

10. Problem Before we can determine whether or not learning is occurring, we have to understand what learning is supposed to be taking place. Teachers, students, and administrators should know the precise learning objective for each lesson.

11. Clear Learning Targets “Without a precise description of where they are headed, too many students are flying blind.” ~ Moss, Brookhart & Long (2011) “The starting place for all effective instruction is designing and communicating clear learning targets.” ~ Marzano(2009)

12. Clear Learning Targets Clear Learning Targets (CLTs) are… • precise statements that explicitly state what students will know or be able to do at the conclusion of a lesson. • observable and measurable learning outcomes.

13. Examples of CLT • Students will be able to add fractions with common denominators. • Students will be able to identify the meter of a given poem in either iamb, trochee, or spondee. • Students will know at least three (3) large-scale effects of the American Industrial Revolution that still exist today.

14. From Teaching to Learning Clear learning targets shift the focus away from what we, as teachers, are covering and towards what we want students to learn.

15. “Students can hit any target they see, that holds still for them.” ~ Rick Stiggins

16. Complete Transparency • CLTs should be highly visible for all students. • CLTs should be stated at the beginning of each lesson. • Assessments should directly measure students’ mastery of each CLT.

17. Behind the Curtain • Clear learning targets make learning objectives completely transparent to all parties. • Must be explicitly stated and discussed. • Everyone in the room should be able to state the learning target. • Must be reviewed at the end of each period.

18. Measuring Outcomes • Assessments should directly measure the outcomes of the Clear Learning Targets. • Both summative and formative assessments must reflect CLTs. • Assessments of CLTs yield specific, actionable feedback for students and teachers.

19. Assessing Learning • CLTs make walk-throughs more informative and efficient • Look for posted CLTs • Ask students • Formative assessments

20. Review • CLTs are observable, measurable learning objectives that state what students will know or be able to do at the conclusion of a lesson. • CLTs make learning transparent to everyone. • Assessments of clear learning targets provide specific feedback to students and teachers.

21. Questions? Are there any questions before the assessment?

22. Assessment • Using the pre-slugged answer sheets, answer all three (3) questions. • Remember your Pseudonym • Answer sheets will be collected and graded before you leave.

23. Exit Ticket – Question 1 Choose the best answer • Well-constructed Clear Learning Targets are… • Observable and measurable • Paraphrased versions of common core standards • Only assessed at the end of each unit • Only relevant to specific content areas

24. Exit Ticket – Question 2 Choose the best answer. 2. Which of the following represents an exemplary model of a clear learning target? • Students will know how to subtract. • Students will be able to read fluently. • Students will be able to differentiate between fiction and non-fiction texts. • Students will know how to spell.

25. Exit Ticket – Question 3 Choose the best answer. 3. Which of these is NOT true of clear learning targets? • CLTs make learning objectives transparent for students. • CLTs should be explicitly stated at the beginning of each lesson • CLTs make “walk-throughs” more difficult for administrators. • Assessments should directly measure mastery of CLTs.