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Learning Targets and Success Criteria

Module 3: Data. Learning Targets and Success Criteria. This Attribute drives Effective Formative Assessment- How to attain formative data. Turek, Hogan, Reiss-EFAST 2013. What is the difference between a Learning Standard and a Learning Target?. http://www.youtube.com/watch?v=B1mBA4Xi8Sc

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Learning Targets and Success Criteria

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  1. Module 3: Data Learning Targets and Success Criteria This Attribute drives Effective Formative Assessment- How to attain formative data Turek, Hogan, Reiss-EFAST 2013

  2. What is the difference between a Learning Standard and a Learning Target? http://www.youtube.com/watch?v=B1mBA4Xi8Sc Moxie and Maggie (4:18mins)

  3. What is the difference between a Learning Standard and a Learning Target? • Learning Standard: What we want students to be able to know and do at the end of any given time. Standards are provided by the state and derived from the National Standards. Illinois Learning Standards (ILS) Common Core State Standards (CCSS) • Learning Targets: These are statements of intended learning based on the standards. Learning targets are in student friendly language and are specific to the lesson for the day and are directly connected to formative assessment strategies.

  4. Clarifying, Sharing LT and SC • We are going to make the assumption that you are provided a curriculum guide or document that guides what your students will learn during the year • From that document you will prepare unit lessons or concept maps if you are not provided with a learning progression • Teachers must start with “what it is they want students to know” • Design instruction backwards from that goal- (similar to UBD) When teachers start from what it is they want students to know and design their lessons backwards from that goal, then instruction is far more likely to be effective (Wiggins and McTighe, 2000).

  5. Clarifying, Sharing LT and SC • 2 stage process: • Teachers must clarify the learning targets for themselves; determine what is most important for students to learn • (focus on the learning, not on the activity) • Establish how you are going to determine if students have achieved the LT. What behaviors/ skills must student demonstrate

  6. Clarifying, Sharing LT and SC • Once LT and SC are established, then teacher can move to exploring activities that will lead to the required understanding. http://www.youtube.com/watch?v=2A6ulEwJFMs (Marzano, 1:48 mins)

  7. Clarifying, Sharing LT and SC • Students must be able to understand LT and SC-use student friendly language • Provide Exemplars: • An important condition for learning is that the students have roughly the same understanding of the quality of work as possessed by the teacher • This also allows the students to monitor the quality of their own work

  8. Identifying / Writing LTs • LTs specify the learning targets (from the Learning Progression) that is intended • LTs identify the knowledge, skills and/or attitudes that students will learn http://www.youtube.com/watch?v=wNsPrnSE2QI Learning Target Kentucky Math HS example (9:45)

  9. Learning Targets / Success Criteria • Understand that a unit of measure is proportional to its whole • Understand any unit of measure can be divided any number of equal subunits • Use reading strategies together to make meaning while reading aloud • Compare parts of a whole to identify the fractional relationship • On a number line, accurately identify fractional parts from ½ to 1/12 • Use context clues • Use what you already know about a subject

  10. Your turn…Write LT / SC in “Student Friendly” Language Grade 4… • Understand that a unit of measure is proportional to its whole (a centimeter is a proportion of a meter) Use I Can… Statement • Compare parts of a whole to identify the fractional relationship

  11. Write LT / SC in “Student Friendly” Language Grade 3 • Understand the features of desert plants and how they are adapted to their environment Use I Can… Statement • Make some hypotheses about how cacti can live in the desert • Identify the features of plants that lead to your hypothesis

  12. Tools to use to share LT/SC Learning Targets: • For younger students, use pictures or drawings • KWL chart • Students repeat and explain LT / SC • Students are asked to relate prior experiences , attitudes, knowledge Success Criteria • Share “I Can..” statements • Provide exemplars • Teacher and student generated rubrics • Students repeat and explain SC / rubrics

  13. Revising LT and SC • LT and SC are not fixed and can be changed as a result of reflection following the implementation of the lesson • Data you collect shall drive your planning and revisions of your LT and SC http://www.youtube.com/watch?v=vRnHlQo6Sx0- Fr. GiudoSarduchi http://www.youtube.com/watch?v=sr5kWOdkHYA Conferences….

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