Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Setting Clear Learning Targets Common Core Leadership in Mathematics (CCLM)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee

Clear Learning Targets shift us away from what we, as teachers, are covering towards what our students are learning.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Targets aka Content Standards Lesson Objectives Benchmarks Learning Intentions Learner Outcomes Expectations

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Targets Learning Target: Analyze the learning target to determine if it is a math activity or if it is about the math idea students are learning.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee A learning target can take from “five seconds to five weeks” depending on: Complexity of the knowledge, skill, reasoning or product Its overall importance in the curriculum Students – age, abilities, prior experience and cognitive development

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Classifying Targets Knowledge Reasoning Skill Targets Product Targets Disposition What types of thinking are required by the standard, the learning targets, and then the skills that must be mastered?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Knowledge Targets Factual information: verbs such as names, lists, identifies, recalls Procedural knowledge: knowing a protocol or memorizing a series of steps Conceptual understanding; can explain the concept clearly E.g., Identify tenths in decimal form on a number line. Indicate the approximate location of thirds, fourths, and fifths on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Reasoning Targets Specify thought processes students are to apply effectively e.g., solve problems, make inferences, defend judgments. Ability to apply knowledge in authentic contexts Engage in reasoning using their knowledge E.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Skill Targets  Real time demonstration  Physical performance E.g., Use a protractor to draw acute and obtuse angles. Use a compass to draw concentric circles.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Product Targets  Creation of a product What is the intended learning? E.g., Create a table, lab report, make a graph, scatter plots.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Writing Clear Learning Targets Debriefing Homework Purpose: To have experiences with writing a learning target that is focused on the mathematics of the lesson students should learn. Logistics: 1.Grade Level groups 2.Work with a partner or in triads 3.Timed 15 minute activity

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Target Discussion Three Scenarios: 1.Same program same lessons 2.Same program different lessons 3.Different programs

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Target Discussion Structure for Partners or Triads 1)Exchange books 2)Designate the lessons Individually: Read the lessons and write a target for each lesson Together: Discuss 1) Mathematics of the lesson 2) Student friendly language

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Teacher’s Role in Assessment FOR Learning 1.Identify the standard. 2.Deconstruct it to enabling targets. 3.Transform to student friendly version. 4.Create accurate classroom assessments. 5.Use with students to track growth.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee “Students can hit any target they can see that holds still for them.” ~Rick Stiggins

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee In Classroom Practice Targets Should: Be posted daily for students to see Be discussed with students at the beginning of the lesson Be reviewed with students at the end of the lesson How do you know students reached the target? (formative assessment)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee So…. The Rhetorical Question From our work today…What is the message about Learning Targets? One more video!

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee GREG ISHAM