 How to Create a Progression of Learning: -Learning Targets -Multiple Standards -Routine Use of Scales -Monitor for Learning

Learning Targets and Performance Scales  How will this structure help build self-efficacy in our students?  How can I truly use them throughout my lesson to improve student performance?

With the consistent and pervasive implementation of learning targets and performance scales throughout a lesson and/or unit of study, students are able to understand the progression of learning as well as monitor their progress. Use of scales and tracking of student progress provides 34% gain with regards to learning.

Scales and Self-Efficacy  The routine and purposeful use of scales also builds confidence in the students and allows them to take ownership of their learning.  They can see learning take place in gradual increments and how the targets connect to the ultimate goal… achieving mastery of the standard.  Confidence and ownership will lead to self- efficacy (a belief that the student can do the work and achieve mastery of the standard)  Hattie’s research shows self-efficacy has a 1.44 effect size on student learning outcomes.  To put that into perspective,.8 is considered significant.

Select Priority Standards  We know that there is not enough time to discuss/problem solve for every standard in a PLC.  Take a few moments and discuss which standards you feel are the 2 over arching standards for the unit.  What, hands down, do the students need to know to be successful?  If you would like a step by step process to help your PLC prioritize standards, see the handout in this module.

Where do we begin?  Break down a couple of standards that naturally work together and discuss…  What is it really asking of us and our students?  What are the steps we need to take to get them there?  Then we map out that learning progression for both the teacher and the students.

6-Step Process for Creating Targets for a Progression of Learning After your team prioritizes a standard.. 1. Circle the verbs and underline the nouns/phrases in the standard. 2. Identify the Taxonomy Level. 3. Unpack the foundational targets. 4. Determine complexity level of the targets. 5. Create the cognitively complex target and place it at the 4.0 level. 6. Merge targets to create a progression of learning.

Step #1: Circle the Verbs/Underline Phrases  Look at your standard  Circle the verbs and underline the noun/noun phrases:  Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats eventually into a rational number. Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion. Show that the decimal expansion repeats eventually for rational numbers Convert a decimal expansion which repeats into a rational number

Step #1: Next Standard  Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions.  Use rational approximations of irrational numbers.  Compare the size of irrational numbers.  Locate them on a number line diagram.  Estimate the value of expressions.

Step #1B: Cross Check  Do a cross check to make sure you are not missing anything that the writers of the standards intended.  For Math and ELA you can refer to the Common Core Companion and read some information on the standard.  For this particular standard, turn to p in The 6-8 Common Core Companion…  I read the what the teacher does for this 6th grade standard, and then I read what the students does.

Step #2: Look at the Taxonomy  Determine where the targets fall on the level of complexity.  Know- (retrieval/recall)  Understand- (comprehension/integrate)  Show- (retrieval/execute)  Convert- (retrieval/execute)  Use to compare- (analysis/matching)  Locate- (retrieval/execute)  Estimate- (analysis/specify

Step #3: Foundational Targets  Integrate the remaining knowledge and other basic processes to provide the under pinning necessary to reach the essential skills.  If the answer is yes, create that additional target.  Once you have created the additional targets, or if the answer is no, think about which targets become foundational to mastering the most difficult target.

Step 4: Complexity of Targets  Use the taxonomy to designate learning goal targets and foundational targets.  Essential skills at the 3.0 level on scale  Foundational skills at the 2.0 level on scale Leve l Description 4- 3-Students will be able to: 2-Students will recognize or recall specific vocabulary, including: Students will be able to: 1-With help, partial success at 2.0 and/or 3.0 level

LevelDescription 4 3Students will be able to: Compare the size of irrational numbers using rational approximations Estimate the value of irrational expressions 2Students will recognize or recall specific vocabulary, including: rational numbers, irrational numbers, decimal expansion, convert, nonrepeating decimal, nonterminating decimal Students will be able to: Understand informally that every number has a decimal expansion Locate irrational numbers approximately on a number line diagram Convert a decimal expansion which repeats eventually into a rational number Show that decimal expansion repeats eventually for rational numbers Know that numbers that are not rational are called irrational 1With help, partial success at 2.0 and/or 3.0 level Foundational Targets Essential Targets (Ultimate Goal of Learning Progression) Step #4: Complexity of Targets

Step 5: Cognitively Complex Target (This is new learning…)  Extend the learning progression by building cognitively complex targets.  Look one level above the essential skill on the taxonomy.  Design a target to meet the needs of your learners.  Essential skills are at comprehension level, so I’ll go up one to analysis.  4-Students will be able to: Investigate the outcome of applying properties (addition, subtraction, multiplication, and division) to both rational and irrational numbers.

LevelDescription 4Students will be able to: Investigate the outcome of applying properties (addition, subtraction, multiplication, and division) to both rational and irrational numbers 3Students will be able to: Compare the size of irrational numbers using rational approximations Estimate the value of irrational expressions 2Students will recognize or recall specific vocabulary, including: rational numbers, irrational numbers, decimal expansion, convert, nonrepeating decimal, nonterminating decimal Students will be able to: Understand informally that every number has a decimal expansion Locate irrational numbers approximately on a number line diagram Convert a decimal expansion which repeats eventually into a rational number Show that decimal expansion repeats eventually for rational numbers Know that numbers that are not rational are called irrational 1With help, partial success at 2.0 and/or 3.0 level

Step #6: Merging Targets to Create a Cognitive Progression You have your standards broken down, now what?  Think about the natural progression of learning that will take place in the unit of instruction.  Order your targets from bottom to top at each level.  The learning that would come first will go at the bottom and the ultimate goals will go at the top.  This will help you make natural connections to the routines for bringing scales alive in your classroom.

 Routines for Scale Implementation How we can use scales pervasively throughout our lessons.

#1-Introducing and Explaining a Scale and Its Targets  Explain what they are:  They are tools that communicate learning expectations and the step by step progression of learning we will follow to reach success with the standard.  Explain why we will use them:  To provide focused direction and structure that makes learning more visible to everyone.  To help students to monitor their learning and motivate a growth mindset that will empower them to take control of their own learning. (self-efficacy)

How can I explain it?  Spend time developing your explanation  Choose your terms carefully and use them consistently  Keep your introduction simple, explicit, and direct.  Create a PPT (or other form of digital presentation) if you are not sure you can remember everything you want to say.  Select a simile, if appropriate.  Like a road map with stops along the way leading to our final destination(the standard)  Like a “to do list” we use to get to our goal  Like a yard stick to measure our learning

Some Things to Consider  Be careful when introducing the targets and scales for a unit of learning.  Try not to overwhelm students with too much information.  Remind them they are not expected to know or learn the content until it’s taught.  It’s okay to be at a level 1 on the scale, but that some of them may be familiar with bits of the content.

#2 Make Them Accessible to Students  Why should I do this?  It’s necessary if it’s going to become a natural practice.  Accessibility familiarity regular use  Students will learn to rely on the structure this tool provides to clarify and provide direction.

How can I do this?  Post a copy of the current scale and its targets somewhere for easy reference.  Create a copy for your white board so you can refer to it during the lesson if needed.  If academic language is too difficult to understand, put it in terms the students will.  Be very careful not to change the meaning/complexity level of the standard.  Add the applicable learning target to the classroom activity or assignment.  Prepare handouts for students and their parents.  Have students keep a copy in their notebook for reference and progress monitoring.

#3 Begin and Close Each Lesson Focusing on the Target  Why should I do it?  Provides both direction and background for the students.  Students will not have to wonder why they need to know or when they will ever use this information.

How can I do this?  Provide an overview of the day’s lesson and ask students to tell their partners what the target of the lesson will be.  Provide a statement informing the student of the focus of the lesson.  Build in a reference to the previous day’s target. Yesterday we worked on ________. Today we’ll continue our study by focusing on _______________.

Additional ways….  Communicate the target and and give students a preview of your expectations for them during the lesson. Our lesson today focuses on ___________. By the end of the lesson, I will ask you to identify the connections you make to the target. So let’s get focused!  Close each lesson by going back to the performance scale and fitting the target back into the learning progression of the scale.  Build these stopping points into your current presentations until they become routine.

#4 Relate Instruction to the Target  Why should I do it?  Helps make connections between the classroom activities and the learning target.  Understanding the purpose behind the activities often motivates and empowers students to identify with and personalize their learning.  It reengages the student and helps them integrate the learning process.

How can I do this?  Add sticky notes to your lesson plan or set a timer to remind you to do this.  Quietly ask a reliable student to periodically raise his/her hand to ask the question How is what you are talking about relate to our learning target?  Use quick writes, small group discussions, or activity to answer that very question.  Challenge students at the beginning of the period to write down any connections between the lesson and the learning target.

#5 Refer to the Learning Progression of the Scale  Why should I do this?  It keeps them focused on the reason for their learning-reminding them of the big picture.  Reminds them that they must master each 2.0 target to get to the 3.0 level.  Will motivate and instill a growth mindset in your students.

How can I do this?  Ask students how the activity they are doing relates to what they learned previously or to upcoming targets.  Encourage and expect students to take ownership of their learning by relating knowledge to the learning progression to determine areas of weakness or misconceptions.  Ask students to summarize what they have learned over a period of time, relating it to the learning progression evident on the scale.

Additional Ways…  Plan for a specific activity related to the learning progression in the scale (i.e. using it to review for an upcoming test)  Project a template of a performance scale on a magnetic white board on which the scale is always present during instruction. Create magnetic targets that can be affixed to the board.  Physically remove the target being taught in the day’s lesson and keep it handy to remind the students of that day’s focus.  At the close of the lesson, pick up the target and place it back in the progression of the scale.

Routines for Implementation (reference when planning until it becomes natural) Take a look at the five routines. Star any options within each routine you currently do on a regular basis. Circle at least one option in each routine you would be willing to try.

Support Learning: What if students are having difficulty?  Make small student friendly copies of the focus targets (taped on desk or glued in notebook)  Ask for volunteers to model the routine or how they use the tool to self-regulate their learning.  Provide sentence starters to those who need help relating the activity to the target or progression on the scale.

Extend Learning  Ask students to develop a simple routine that uses the tool to provide support or direction when needed to verify connection between targets, activities, and the progression of learning.  Ask students to create a method of incorporating targets and scales to self- regulate learning that other students could use.

Monitor and Reflect  The more teachers monitor their students and reflect on how they are progressing in the learning process, the better equipped they will be to adjust their instruction to meet student needs.

This should be our focus…

 What are the critical parts of this definition?  Teacher act  Checking evidence  Desired student learning of critical content  During instruction

Facilitation Grid for Monitoring  Once your PLC determines the overarching standards that will be monitored, create a facilitation grid to track student mastery.  Continue to monitor student progress until each student has mastered these targets….even if it goes into the next unit of instruction.

Monitoring During Instruction  Teacher Observation:  Walk and listen to student conversations around critical content  Watch and listen to demonstrations, oral presentations, etc. of critical content  Spot check student work to determine progress  Ask probing questions to redirect or elevate thinking  Review student class work  Observe students as they work with manipulatives  Observe students as they respond by pointing to correct answers or represent the correct answer through body movement

Scaffold/Support-Adaptations  Use pictures, graphics, and diagrams  Provide sentence stems  Develop guiding/probing questions  Tell stories to illustrate examples  Regroup students to provide additional support  Show work samples or point out exemplars  Review reasoning behind responses before asking students to respond  Provide a brief overview of critical content  Post anchor charts, helpful lists, diagrams or techniques

Extension Adaptations  Students answer questions that stretch them just beyond the standard to deepen and extend their thinking.  Students categorize important terms and make generalizations based on those categories.  Students identify how each chunk of information or each activity relates to the learning targets.  Students identify similarities and differences between learning targets, and groups’ conclusions or solution methods.  Students create their own graphic organizer to share with the class.  Students identify strategies and techniques that were particularly useful to their knowledge gain.  Students create picture, graphics, and diagrams of previously learned skills or procedures to share with the class.

Connecting PLC Work - Monitoring  You are the content experts, so use each other’s experience and knowledge during your PLC time to:  Prioritize and problem solve around the most critical content students must learn.  Determine what mastery of the target/standard (s) looks like.  Analyze data in order to share successful strategies and meet the needs of all students.  Brainstorm scaffold/supports could be used to support student learning.  brainstorm extensions that could be used in the learning moment to extend student learning.

Common Formative Assessments  As a PLC, take those targets from the multi-dimensional scale create common formative assessments.  These should be quick checks for understanding and maybe 1-4 questions at the most.  Think about using the taxonomy when you create your questions  Decide on a window for implementation, criteria for implementation and a date to bring the data back to your PLC for discussion.

Additional Information/Resource  Much of the material for this presentation was gleaned from the book to the right.  For additional information and examples/non- examples of what this looks like in the classroom, please reference this book.