1. Science Break Out Session February 2009 New Teacher Support PIMSER Lexington, KY

2. Characteristics of High Quality Teaching and Learning Knowledge of Content Instructional Rigor and Student Engagement Instructional Relevance Learning Climate Informative Assessment and Reflection

3. Criteria Rigor –Standards Based –Higher Level Thinking –Real World Connection –Challenging, yet obtainable –Inquiry based tasks Student Engagement –Meaningful and relevant to the student –Authentic (has value outside of school) –Designed to maximize enjoyment while mastering content (variety to choice)

4. Examples of Rigor Open Ended Questions Student Friendly Learning Targets Plan With The End In Mind—Backward Design Model Learning Experiences Are Designed And Sequenced To Learning Targets Real World Application Challenging, Yet Obtainable

5. Higher Order Questioning Indicator of rigor—both on formal assessment and normal classroom discourse. Promote deeper thinking about concepts that extends beyond the level of recall. –This means that the learning expectation for every CCA standard is that students have knowledge of that content to (at least) the level of application or basic reasoning. How often do you ask students to think at those levels? Let’s Examine Your Assessments!

6. “When choosing instructional approaches, think about what is needed for learning, not just what is comfortable for teaching.” -Wiggins and McTighe, Understanding by Design, pg. 242

7. How do I help students organize their learning?

8. Regular Notes Combination Notes Symbols, Pictures, Or graphic Summary

9. Deconstructing Standards

10. Learning Targets I can describe and identify the 4 types of learning targets I can compare and contrast strong and weak models of deconstructed standards I can practice deconstructing state standards

11. What’s the Target?

16. Learning/Achievement Targets Statements of what we want students to learn and be able to do.

17. “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.” - W. James Popham

19. CLEAR TARGETS Assess what? What are the learning targets? Are they clear? Are they good? Are the student learning targets stated and easy to find? Are the student learning targets focused—are there too many? Are they clear? Are they appropriate? Do the stated learning targets reflect a bigger plan to cover all important learning targets over time?

20. Educators & Students must be able to answer…… Where am I going? Where am I now? How can I close the gap? How will I know I’m getting there? How can I keep it going?

21. Is this a Target? What do you think? Complete a senior project Build a bird Feeder Use a band saw safely Analyze a lab report Construct a diorama

22. An Example Science Chemistry Page 152 in the book Mystery Powders Lab Observe chemical interactions in order to identify materials Subject Topic Assignment Activity Learning Target

24. The single most common barrier to sound classroom assessment is the teachers’ lack of vision of appropriate achievement targets within the subjects they are supposed to teach. Rick Stiggins

25. Learning Targets Knowledge Reasoning Performance/ skills Products

26. Knowledge Targets Mastery of substantive subject content where mastery includes both knowing and understanding it.

27. Knowledge Examples Identify metaphors and similes Read and write quadratic equations Describe the function of a cell membrane Know the multiplication tables Explain the effects of an acid on a base

28. Reasoning Targets The ability to use knowledge and understanding to figure things out and to solve problems.

29. Reasoning Examples Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation. Distinguish between historical fact and opinion.

30. Performance/Skill Targets The development of proficiency in doing something where the process is most important.

31. Performance/Skill Examples Measure mass in metric and SI units Use simple equipment and tools to gather data Read aloud with fluency and expression Participates in civic discussions with the aim of solving current problems Dribbles to keep the ball away from an opponent

32. Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

33. Product Examples Construct a bar graph Develop a personal health-related fitness plan Construct a physical model of an object Write a term paper to support a thesis

34. Clear Targets Clear targets help us: Recognize if the formative assessment adequately covers and samples what we taught. Correctly identify what students know/don’t know, and their level of achievement. Plan the next steps in instruction. Give meaningful descriptive feedback to students.

35. Clear Targets (continued) Have students self-assess or set goals likely to help them learn more. Keep track of student learning target by target or standard by standard. Complete a standards-based report card.

36. Classifying Learning Targets Lay out the four learning target category cards— Knowledge, Reasoning, Performance/Skill, and Product—in a row in that order. Sort the learning target example cards according to which kind of learning target it is. Lay these cards in columns under the appropriate category. When you have finished, walk around and look at what other groups have done.

37. Classifying Learning Targets What were some considerations for how you classified the samples you had? Is it always clear how to classify a statement from the standards? Why or why not?

38. QUESTION What is the difference between a STANDARD and a TARGET?

39. An Example STANDARD: An excellent golf swing TARGETS: –Proper placement for feet (stance) –Proper grip while maintaining stance –Swing A, B, C (3-parts to swing) ACTIVITIES: –Watch videos of great golfers and imitate their stance When should these be added and/or developed?

40. “By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.” -- Assessment for Learning: Putting it into Practice

41. Deconstructing Standards Into Learning Targets

42. Students who can identify what they are learning significantly outscore those who cannot. Robert J. Marzano

43. Are the Standards Clear? Can your content standards stand alone and be used as learning targets or do they need to be deconstructed or ‘unpacked’? Deconstruction involves taking a standard and breaking it down into manageable learning targets—Knowledge, Reasoning, Performance/skills, and/or Products—so that students and teachers can accurately identify what students should know and be able to do.

44. Standard/Benchmark: Produce writing to communicate with different audiences for a variety of purposes. Type: KnowledgeReasoningSkillProduct Learning Targets: What are the knowledge, reasoning, skill, or product targets underpinning the standard? Knowledge Targets Skill Targets Reasoning Targets Product Targets Know what a sentence is Understand concept of word choice Distinguish the uses or meanings of a variety of words (word choice) Hold a pencil correctly Print letters correctly according to DN methods Space words Use lines and margins correctly Stretch out sounds in words to create a temporary spelling of the word Write sentences with varied beginnings. FIRST GRADE

45. Creating Targets for “Driving a Car with Skill”  What knowledge will students need to demonstrate the intended learning?  What patterns of reasoning will they need to master?  What skills are required, if any?  What product development capabilities must they acquire, if any?

46. Driving a Car with Skill  Knowledge  Know the law  Read signs and understand what they mean  Reasoning  Evaluate ‘am I safe’ and synthesize information to take action if needed  Skills  Steering, shifting, parallel parking, …  Products  (not appropriate target for standard)

47. Deconstruction Models Find a partner Look at the STRONG example –How would this help teachers? –How would this impact student learning? Look at the WEAK example –Would this be beneficial to teachers? In order to deconstruct effectively what skills/knowledge are needed?

48. Practicing Deconstructing Standards Working with a partner, use the standards provided to deconstruct. Think about what knowledge, skills, reasoning or products students will need in order to meet that standard. Start with the skills column, then move to understanding and last to core content. Do NOT think of how you will teach the standard or how you will assess it, ONLY about what students will need to know and be able to do.

49. Group Debrief D  How did the process feel?  What is the value of going through this process?  What support materials are needed to facilitate the process?

50. Without Clear Targets We Can’t Do Any of the Following… Know if the assessment adequately covers and samples what we taught. Correctly identify what students know and don’t know and their level of achievement. Plan next steps in instruction. Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to help them learn more. Keep track of student learning target by target or standard by standard. Complete a standards-based report card.

51. For Next Month Bring a selection of standards that you will be teaching next. –Not just core content, but skills and understandings as well We will begin to deconstruct those standards.