Learning Targets and Scaffolding the Standard Using Learning Targets Effectively in the Classroom Presentation Adapted from PIMSER By Jenny Ray

Research-based Strategies 5 Research-based strategies that significantly improve student learning: Clarifying and sharing learning intentions and criteria for success Effective Questioning (Engineering effective discussion, questions, activities, and tasks that elicit evidence of learning) Descriptive Feedback that moves learners forward Peer assessment (Students as instructional resources for one another.) Self-assessment (Activating students as owners of their own learning.)

Difference Between Learning Target and Learning Objective (Teacher Target) Learning Targets are short term goals written from the Student’s Point of View I can perform operations with radicals. I can solve systems of equations by substitution. Learning Objectives are written as a goal the teacher wants the student to accomplish. The student will perform operations with radicals. The student will know how to solve systems of equations by substitutions.

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Need Targets for ALL 3 Areas! Learning Targets Reasoning Targets Knowledge Targets (Conceptual) Knowledge Targets (Factual)

Perform a Close Read of the Standard Identify the type of Standard Identify the concepts (nouns) and skills (verbs/verb phrases)

DOK Matrix!

The Level They Are Assessed Will Always Be the BOLD Parts of Standard! SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases of matter as they relate to atomic and molecular motion. a. Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. b. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.) If we only teach the Elements they will not be ready for Milestone!

Let’s Make Some Learning Targets! Establish Mastery Level Targets (the intent of the Standard) SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases of matter as they relate to atomic and molecular motion.

Establish Entry Level Targets (Concepts/Nouns)! Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.) These MUST be MODELED!

Establish Intermediate Level Targets (Reasoning/Verbs)! Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. (Clarification statement: Using specific Gas laws to perform calculations is beyond the scope of this standard; emphasis should focus on the conceptual understanding of the behavior of gases rather than calculations.)

Establish Scaffolding! Where we enter on the Entry Level depends on YOUR STUDENTS and Pre-test scores!

Establish Scaffolding! Teach the “Concepts” TOGETHER! Entry, Intermediate, Mastery Don’t teach all Entry Level at the same time It’s a Cyclic!

DON’T jump to activities! Scaffolding Example! Entry- I can recognize author’s argument in a text. Intermediate- I can recognize and trace the development of an author’s argument in a text. Mastery- I can analyze how the author distinguishes his or her position from that of others. DON’T jump to activities!