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Deconstruction: Creating Learning Targets

Deconstruction: Creating Learning Targets. Cheralyn Lee. GA DOE ELA 2014 Summer Academy. Welcome!!!. Why do we need Learning Targets?. Formative Assessment. POP QUIZ!! . DE. CON. STR. UCT. Your Learning Targets. I can explain why learning targets are essential to effective

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Deconstruction: Creating Learning Targets

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  1. Deconstruction:Creating Learning Targets Cheralyn Lee GA DOE ELA 2014 Summer Academy

  2. Welcome!!!

  3. Why do we need Learning Targets?

  4. Formative Assessment POP QUIZ!!

  5. DE CON STR UCT

  6. Your Learning Targets • I can explain why learning targets are essential to effective teaching. • I can explain why learning targets are essential to effective learning. • I can describe the attributes of clear learning targets. • I can deconstruct a standard into learning targets. • I can assess learning targets.

  7. What are Learning Targets? Learning targets are single objectives that explicitly state what we expect students to: • Know • Understand, and • Do to successfully master the standards.

  8. Real-World Learning Targets Talent Show • I can do 2 squats to increase my muscle strength in my thighs. • I can touch my nose with both hands and hop 5 times. • I can act like a ballerina and a hockey player. • I can stand, turn around, and sit back down. • I can mimic a Michael Jackson danceand the Nae-Nae. • I can rub my head and pat my stomach at the same time.

  9. Benefits for Teachers and Students

  10. Benefits for Teachers and Students

  11. PURPOSE

  12. Create Distinct Learning Targets • Distinct Learning Targets allow teachers to : • Determine whether assessments truly measure what the standards expects students to know, understand and do. • Correctly targetwhat students know and their level of mastery (Blooms, Rigor and Relevance Chart) • Instructional Planning to target deficiencies. • Provide explicit feedback to students. • Support students with setting personal learning goals. • State “objectives” as single measures of mastery in student friendly “I can” statements. • LTs can be used as a rubric or checklist

  13. Rigor and Relevance with embedded technology

  14. Guiding Questions • What background knowledge will students need to know to master the standard? • What reasoning skills will students need in order to master the standard? • What skills will students need to master the standards? • What products can students practice creating to master the standards?

  15. Standard vs. Learning Target • Standard: The totality of performance expectations of what we want students to be able to know, understand, and do as stated in the Common Core State Standards. Math: MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. • Learning Targets: These are “I can” statements of explicit learning based on the standards. Learning Targets should be written in child-friendly language with vocabulary of the standard.

  16. Let’s KUD: “I Do, We Do, You Do”KUD: Know Multiply Math: MCC4.NBT.5 a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on and the . and the calculation by using , and place value Illustrate properties of operations. explain equations rectangular arrays area models.

  17. Let’s KUD: “I Do, We Do, You Do”KUD: Understand Math: MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Restate the standard Understand- I want students to understand that strategies, such as equations, rectangular arrays, and area models, based on place value and properties of operations can be used to illustrate and explain that multiplying whole numbers yield larger products.

  18. Let’s KUD: “I Do, We Do, You Do”KUD: Do Start with the verbs • Do– 1. Multiply a whole number of up to two two-digit numbers using strategies based on place value. 2. Multiply a whole number of up to two two-digit numbers using strategies based on properties of operations. 3. Multiply a whole number of up to four digits by a one-digit whole numberusing strategies based on place value. 4. Multiply a whole number of up to four digits by a one-digit whole number using strategies based on properties of operations. 5. Illustrate the calculation by using equations. 6. Illustrate the calculation by using rectangular arrays. 7. Illustrate the calculation by using area models. 8. Explain the calculation by using area models. 9. Explain the calculation by using rectangular arrays. 10. Explain the calculation by using area models.

  19. From KUDs Learning Targets • Learning Targets – Place “I can” in front of each statement. 1. I can multiply a whole number of up to two two-digit numbers using strategies based on place value. 2. I can multiply a whole number of up to two two-digit numbers using strategies based on properties of operations. 3. I can multiply a whole number of up to four digits by a one-digit whole numberusing strategies based on place value. 4. I can multiply a whole number of up to four by a one-digit whole numberdigits using strategies based on properties of operations. 5. I can illustrate the calculation by using equations. 6. I can illustrate the calculation by using rectangular arrays. 7. I can illustrate the calculation by using area models. 8. I can explain the calculation by using equations. 9. I can explain the calculation by using rectangular arrays. 10. I can explain the calculation by using area models.

  20. Instructional Plan to Deconstruct Standards Common Core State Standard/ GPS/ *NGSS S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. Learning Targets Investigate the physical attributes of rocks. Investigate the physical attributes of soils. Research physical attributes of minerals. Explain the difference between a rock and a mineral. “I can” statements I can investigate the physical attributes of rocks. I can investigate the physical attributes of soils. I can research physical attributes of minerals. I can explain the difference between a rock and a mineral.

  21. Choose a Side! You Decide!Defend!

  22. Let’s KUD: “I Do, We Do, You Do”KUD: Know CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels. Know:

  23. Let’s KUD: “I Do, We Do, You Do”KUD: Understand CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels. Understand:

  24. Let’s KUD: “I Do, We Do, You Do”KUD: Do Start with the verbs CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels. Do:

  25. Learning Targets and Rigor

  26. Rigor and Relevance with embedded technology

  27. Let’s KUD: “I Do, We Do, You Do” • Work in collaborative groups to KUD high-deficient grade level standards and create learning targets.

  28. Documents for Support Activity: Choose grade-level standards to create learning targets. Save your documents and upload to Edmodo so we can share. If you deconstruct standards throughout the year, please upload them to our Edmodo site! Go to www.edmodo.com • Join or Sign-Up for a free account! • Download the “Learning Targets document” to work in. • Download/View the ELA Standards Progression for your use. • Upload your work to the Edmodo site. Group Site: https://edmo.do/j/gnprjc Group code: 5kbnaz

  29. Let’s DECONSTRUCT!!

  30. Assessing Learning Targets Assessing Learning Targets allows teachers to: • Differentiate Assessments • Create Formative and Performance Assessments based on mastery of the complete standard • Provide supporting documentation for RTI

  31. Sample Data Sheet

  32. TOTD: Your Learning Targets • I can explain why learning targets are essential to effective teaching. • I can explain why learning targets are essential to effective learning. • I can describe the attributes of clear learning targets. • I can deconstruct a standard into learning targets. • I can assess learning targets.

  33. Thank You! Thank you for your time and engagement today! Cheralyn Lee mckenzielee818@gmail.com

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