1. Learning Targets NNMST Science Breakout Session December 8, 2011

3. Learning Targets and Success Criteria Learning targets: I can extract and create learning targets from a standard. I can identify the role that learning targets play in promoting and monitoring student learning

4. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” – Rick Stiggins

5. Guiding Question What would a classroom look like that was fully devoted to learning?

6. Essential Question How can we promote and monitor student learning?

7. Keys to Quality Classroom Assessment Key 1: The PURPOSE of the assessment is clear. Key 2: The TARGETS of the assessment are clear. Key 3: Appropriate METHODS and methodology are employed. Key 4: Effective COMMUNICATION is utilized. Key 5: Students are INVOLVED in the process. Accurate Design Effective Use Classroom Assessment for Student Learning Stiggins, Arter, Chappuis, & Chappuis, 2004

9. Page 3

10. What are the learning targets? A learning target is any achievement expectation for students on the path toward mastery of a standard. It clearly states what we want the students to learn and should be understood by teachers and students. Learning targets should be formatively assessed to monitor progress toward a standard.

11. Standards and Targets

12. Page 9

13. Mapping an Assessment Plan Use the mapping template (pg. 11), write a brief description of a summative assessment for the standard. Write a brief description for two or three formative assessments that will help learners succeed with the summative assessment you identified. Add timeline considerations to make it manageable.

14. How might a test plan help ensure that the test is valid? Mapping an Assessment Plan

15. Role of Learning Targets As a table group, identify the role learning targets play in promoting and monitoring learning by completing this statement: – Without learning targets, we can’t …

16. Without Clear Targets... We can’t Know if the assessment adequately covers and samples what we have 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.

17. Using the science standards that you identified for your unit, apply the “finding our targets” process. Identify any places that will require success criteria. Identify any places that will require direct instruction. Identify any places that might require a formative assessment. Identify any places that might require standards of quality or a rubric.

18. “There is no more foundational activity for a school leader than making sure that there are clear learning targets aligned to whatever standards are in place in the school or district, that teachers understand them and teach to them, and that students understand them and reach for them.” Connie Moss and Susan Brookhart, “Leveling the Playing Field: Sharing Learning Targets and Criteria for Success”

19. “Cher chez lé target.” Jan Chappuis

21. Learning Targets and Success Criteria Learning targets: I can extract and create learning targets from a standard. I can identify the role that learning targets play in promoting and monitoring student learning

23. Classroom Curriculum Design Where are you in the process? – Learning window – Essential Questions – Summative assessment – Diagnostic/Pre-assessment – Curriculum topic study – Task rotation Have you saved your work to the Dropbox folder so we can provide feedback on your work?

24. “We would argue that the things you do well were taught to you through a series of intentional actions. You probably did not develop high levels of skills from simply being told how to complete tasks. Instead, you likely had models, feedback, peer support, and lots of practice.” Fisher and Frey from Better Learning through Structured Teaching (2008)

25. The Learning Activities: Our Organizer….. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Silver Strong & Associates, Thoughtful Education Press 2010

26. Where is your focus? Think back to your personal unit development… – What part of the house got most of your attention? Place a RED dot in that particular room on the chart. – What part of the house received the least amount of your attention? Place an ORANGE dot in that particular room on the chart

27. Reading and Writing to Learn Science Science Breakout Session NNMST December 8, 2011

28. Our Learning Target I can identify ways to embed reading and writing into a unit of study in order to improve learning of science content.

29. From Power Tools for Adolescent Literacy by Rozzelle & Scearce

30. Learn as much by writing as by reading. – Lord Acton Meaning making is not a spectator sport. Knowledge is a constructive process; to really understand something each learner has to create a model or metaphor derived from that learner’s personal world. Humans don’t get ideas, they make ideas. – Art Costa

31. From Power Tools for Adolescent Literacy by Rozzelle & Scearce

32. See Handout

34. Weather & Climate: A Unit in Patterns

35. ‘Unit’ Focus Questions Which is more predictable: weather or climate? – What are weather and climate? – What affects weather and climate? – What impact do humans and nature have on weather and climate? – How is trend data used to predict weather and climate? How accurately can we predict weather? Climate?

36. Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

37. “First you have to get their attention.”

38. Question Museum Respond to each Question Travel as a Team of 2-3 Move when time is called

39. Question Museum Debrief With your table group, discuss the following: – What question was most interesting to you? – Which did you understand the best? The least? – What is one question that comes to mind that you would like to explore more?

40. Strategy Debrief Does the “Question Museum” strategy activate students’ prior knowledge and arouse student interest? What kinds of questions were used in the “Question Museum”?

41. Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

42. What’s the Payoff? Why do we need to help students to “get ready” to build their knowledge? What benefits would we expect? What happens if we don’t plan in this way?

43. “Engagement is obviously a central aspect of effective teaching. If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class…student engagement happens as a result of a teacher’s careful planning and execution of specific strategies…student engagement is not serendipitous.” – From The Highly Engaged Classroom by Marzano

44. Questions for the Foyer How will you help students know where they are going and why? How will you help them activate their prior knowledge, assess their skill levels, and identify their interests? How will you hook the students through engaging and thought-provoking activities? How will you help students develop insight into the products they will create and the knowledge they will construct?

45. Strategies for the Foyer Curriculum Design Folder, page 91 “Interactive Techniques” – Numbers : 1, 6, 9, 11, 12, 15, 22, 33, 39, 48, 83, 136, 174

46. What will you do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

47. Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

48. Video: Climate Denial Crock of the WeekClimate Denial Crock of the Week “Weather & Climate: Agree/Disagree Statements” 1.Prior to viewing video writing activity - predictions 2.After viewing the video activity - evidence for support - using the evidence AND a comparison text frame, write a paragraph describing differences between climate and weather

50. Video: Climate Denial Crock of the WeekClimate Denial Crock of the Week “Weather & Climate: Agree/Disagree Statements” 1.Prior to viewing video writing activity - predictions 2.After viewing the video activity - evidence for support - using the evidence AND a comparison text frame, write a paragraph describing differences between climate and weather

51. Agree/Disagree Debrief When should summary frames be used? Not used? What literacy standards did the previous activity address?

52. Reading for Meaning Strategy Debrief Triad discussion – 1 min/person Does the Reading for Meaning strategy help students effectively interact with new knowledge? Why or why not? Discuss some ways the strategy might be used in your classroom. Unit?

53. Reading for Meaning PLC Guide “At the heart of any Reading for Meaning lesson is a set of statements about a text, a group of texts, a word problem, a data chart, a painting, a lab experiment, or just about any other source of information that you want students to think about deeply. Reading for Meaning statements need not be true: – They can inspire debate; – Encourage speculation; – Be open to interpretation; – Even be flat-out false. What is important is that students gather evidence that supports or refutes each statement or, as is sometimes the case with particularly rich or open-ended statements, that supports and refutes the statement.” pg. 13

54. Reading for Meaning PLC Guide Section 1: Why Reading for Meaning? Section 2: Planning a Lesson Section 3: Evaluating the Lesson Section 4: Learning from Student Work

55. Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

56. Article: What’s the Difference Between Weather and Climate? Divide in two groups 1.Group A and Group B 2.Follow the instructions for your assigned group

57. Article: What’s the Difference Between Weather and Climate? Group “A” instructions… Read the article Write a summary of the article on a separate sheet of paper

58. Article: What’s the Difference Between Weather and Climate? Group “B” instructions Before reading: Jot down what you think the key differences are between weather and climate. During reading: Use the Top Hat Comparison organizer to capture the key ideas from the article. After reading: – Summarize – similarities, differences. Use the text frame to help write your comparison. Write summary on a separate sheet of paper.

59. Top Hat Comparison See Handout

60. What’s the difference? Two groups reading the same article; both asked to write a summary

61. Top Hat Comparison Debrief Does the Top Hat Comparison strategy help students effectively interact with new knowledge? Why or why not? Discuss some ways the strategy might be used in your classroom. How does this strategy target the literacy standards?

62. Factors that Affect Weather & Climate Before Reading Scan the two pieces of text. – Weather, from World Book Advanced – Climate and Its Causes Note how they are formatted differently. Jot down what you already know/think about the factors affecting weather and climate. During Reading of the following sources of information, complete the appropriate Cause & Effect organizers. CauseEffect →

63. Factors that Affect Weather & Climate After Reading Use the text frame to help you summarize the factors that affect weather/climate. Then, share with your partner. What’s your thinking so far – which is more predictable: weather or climate?

64. Cause & Effect Debrief Find a partner from a different table. 1 min/partner Does the Cause and Effect strategy help students effectively interact with new knowledge? Why or why not? Discuss some ways the strategy might be used in your classroom. Unit?

65. Question 2 (The Library) What will I do to help students effectively interact with new knowledge?

66. What’s the Payoff? Why do we need to help students acquire knowledge—not only raw information but also tools for making sense of the information? What benefits would we expect? What happens if we don’t plan in this way?

67. “…the basic generalization [from the research] has been that learners must be actively engaged in the processing of information and that the teaching and learning process involves an interaction among the teacher, the students, and the content.” – From The Art and Science of Teaching, Marzano, pg. 31

68. Questions for the Library How will the students acquire the knowledge, understanding, skills, and habits of mind they will need to succeed in the unit? How will you engage students and what tools and strategies will you used to help students obtain the critical information and construct meaning? How will you provide for different learning styles, intelligences, and ability levels so that all students will be engaged and achieve success?

69. Strategies for the Library Curriculum Design Folder, page 92 “Interactive Techniques” – Numbers: 2, 3, 4, 5, 12, 14, 18, 20, 21, 26, 29, 33, 34, 38, 45, 46, 47, 60, 62, 74, 82, 86, 92, 136, 163

70. What will you do to help students effectively interact with new knowledge?

71. Reminder – Save your unit! P-12 Mathematics and Science Outreach of PIMSER

72. NNMST SharePoint Site http://www2.research.uky.edu/pimser/p12mso/ NNMST/default.aspx

73. Next meeting prep – January 19, 2012 Homework Read Chapter 4 in Drive and complete the reading guide Finish any parts of unit up to this point Science—examine probe books to identify any probes that might work with unit…