1. Network for New Science/Math Teachers June 1, 2010 Meeting 6 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

2. Meeting 5 Review Balanced Assessment: Learning Targets

3. Roadmap for Today Instructional Strategies Learning Targets Deconstructing Standards Review & Preview

4. But First…..Let’s Play a Game!

5. A Little Housekeeping Next Year Update Meeting Dates –Aug 30, Sept 27, Oct 25, Nov 29, Dec 13, Jan 31 Make Up Dates –Feb 28 and Mar 28 Funding questions should be directed to Michael Dailey at Michael.Dailey@education.ky.gov Michael.Dailey@education.ky.gov

6. Classroom Instruction That Works

7. LEADERSHIP Variables School Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism Teacher Instructional Strategies Classroom Management Curriculum Design StudentHome Environment Learned Intelligence and Background Knowledge Student Motivation What Works in Schools, Robert J. Marzano

8. Classroom Assessment for Student Learning (CASL) Learning Goal –To deepen understanding of Classroom Assessment for Learning. Learning Targets –I can identify the 4 types of learning targets. –I can describe the process of deconstructing standards.

9. Research-based Strategies 5 Research-based strategies that significantly improve student learning: Sharing criteria (clear learning targets with success criteria) –Questioning –Feedback –Peer assessment –Self-assessment Black and Wilam, 1998

10. PURPOSE TARGET ACCURACY EFFECTIVE USE STUDENT INVOLVEMENT DESIGN EFFECTIVE COMMUNICATION Keys to Quality Assessment CASL, 2004

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

12. Learning Targets Knowledge Reasoning Performance/ skills Products Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004

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

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

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

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

17. What type of target is it? Working in groups of 2, sort the targets into the type of target each is: Knowledge Reasoning Skill Product How did you decide where to place each target? Do not use your verb sheet at this time.

18. Let’s Look at an Example I can apply the Pythagorean Theorem –Is this clear to students? Why or why not? –Would this target help students that were struggling? –Do you think that students would know what this learning target means? –Would a student be able to self-assess with this target? Would they know when they “hit” the target? –How could this target be improved to help students walk away with the intended learning?

19. What separates a good target from a poor one? Examine each target and sort into 2 piles: good and not so good Look more closely at the ‘good’ pile: What characteristics do good targets have? –Place each characteristic on a post-it Join with another pair and compare post its. What criteria would you use to determine if a target was a quality target?

20. But where do I get learning targets? The Standards! –Are these clear as is to teachers? To students? –Most standards contain many learning targets therefore the standards need to be “unpacked” or deconstructed into their appropriate knowledge, reasoning, skill and product targets.

22. 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 Stiggins, et al 2004

23. 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? Stiggins, et al 2004

24. 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) Stiggins, et al 2004

25. Weak and Strong Models Examine the weak deconstruction model –Would this be of benefit to teachers? –How would this impact student learning? Examine the strong model –Would this be of benefit to teachers? –How would this impact student learning? –For each target listed, identify where it would fit in the standards. Are all targets explicitly stated in the standards? Why or why not? What should you be thinking about when deconstructing?

26. Let’s Do a Think Aloud Examine the standards given. 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 lastly 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. Let’s do this together!

27. Working within a group of 3 Using the standards you have been given, deconstruct into K, R, S, and P targets. Refer back to your verb sheet to help you categorize and the strong model as an example. When finished, join another trio and compare your work.

28. 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?

29. Year in Review

30. Whole Group Information Teaching Reading in Math or Science Vocabulary Strategies: Frayer Model, Concept Mapping, Talk-A-Mile-A-Minute, What’s My Word/Number? Characteristics of High Quality Teaching and Learning –Learning Climate Classroom Assessment for Student Learning –Why formative assessment? –Of vs For –Learning Targets –Deconstruction Formative Assessment Strategies Ways to share information: –Talking Partners, Gallery Walk, Carousel Walk, Jigsaw reading/group work, Think-Pair-Share Questioning Strategies —Think Trix & Thinking Questions Instructional Strategies Games and Reflective strategies

31. Year 2---Preview Continue with content breakouts Will focus whole group on… –Instructional Strategies —Classroom Instruction That Works and The Strategic Teacher –Balanced Assessment —Continue working with CASL and deepening understanding of formative assessment

32. For Next Time Our next meeting will be: Aug 30 Have a great summer!