1. Learning Targets January 21, 2008 Londa Richter & Jo Hartmann TIE

2. Discuss the following question: Discuss the following question: WHY DO WE GIVE GRADES? WHY DO WE GIVE GRADES?

3. Seriously, folks! Why DO we give students grades? Seriously, folks! Why DO we give students grades?

4. Come up with two good reasons Come up with two good reasons Write them on a piece of flip chart paper and post them around the room Write them on a piece of flip chart paper and post them around the room Appoint one person to present the reasons you have come up with. Appoint one person to present the reasons you have come up with.

5. Now, in your same group, discuss the following question: Now, in your same group, discuss the following question: WHY DO WE GIVE TESTS? WHY DO WE GIVE TESTS?

6. Each group should decide on ONE reason and be ready to report out. Each group should decide on ONE reason and be ready to report out.

7. The starting point for effective assessment is clarifying the The starting point for effective assessment is clarifying the LEARNING TARGET LEARNING TARGET

8. It’s hard to hit a target if you can’t It’s hard to hit a target if you can’t

9. See it See it

10. What is the intended learning? What is the intended learning? That’s the target! That’s the target!

11. The learning targets may also be called: The learning targets may also be called: Content standards Content standards Benchmarks Benchmarks Grade level indicators Grade level indicators Grade level Grade level expectations expectations

12. Learning outcomes Learning outcomes Lesson objectives Lesson objectives Learning statements and Learning statements and Essential learnings Essential learnings

13. All the synonyms represent All the synonyms represent Learning statements Learning statements or or Statements of intended learning Statements of intended learning

14. The point is that if we don’t begin with clear statements of intended learning, we won’t end with sound assessments The point is that if we don’t begin with clear statements of intended learning, we won’t end with sound assessments

15. It’s hard to know where you’re It’s hard to know where you’re going if you don’t have a map. going if you don’t have a map.

16. Sample Learning Target Students will comprehend fictional, informational, and task-oriented text. Students will comprehend fictional, informational, and task-oriented text.

17. In order to plan lessons, we would need to define “comprehend” and pin down the kinds of fictional, informational, and task- oriented texts we will work with this year. In order to plan lessons, we would need to define “comprehend” and pin down the kinds of fictional, informational, and task- oriented texts we will work with this year.

18. The key to improving student achievement is not looking at how to assess, but focusing instead on WHAT to assess. The key to improving student achievement is not looking at how to assess, but focusing instead on WHAT to assess.

19. We should examine whether or not our assessments reflect clear and important learning targets. We should examine whether or not our assessments reflect clear and important learning targets.

20. If we further break down the learning target example into a set of sub-targets If we further break down the learning target example into a set of sub-targets

21. Such as “comprehend” being defined as Such as “comprehend” being defined as “identifies main idea and supporting details, “identifies main idea and supporting details, summarizes text, summarizes text, makes inferences and predictions, and makes inferences and predictions, and uses context clues to determine the meaning of unfamiliar words” uses context clues to determine the meaning of unfamiliar words”

22. Then it becomes clear that a project such as “build a diorama” is NOT an appropriate measure of whether or not students have reached the learning target. Then it becomes clear that a project such as “build a diorama” is NOT an appropriate measure of whether or not students have reached the learning target.

23. Intentional Teaching Once we determine our learning targets and define how we should assess them, Once we determine our learning targets and define how we should assess them, then we can plan clear instruction and experiences then we can plan clear instruction and experiences and can best combine them to prepare students to know what they need to know and demonstrate their learning. and can best combine them to prepare students to know what they need to know and demonstrate their learning.

24. Intentional teaching then means that all instruction and classroom activities are aimed at specific learning targets. Intentional teaching then means that all instruction and classroom activities are aimed at specific learning targets.

25. Teaching by “mentioning it” With so much curriculum, we have to make difficult choices about what to teach and what to leave out. With so much curriculum, we have to make difficult choices about what to teach and what to leave out. We must learn to balance “in depth” with”coverage.” We must learn to balance “in depth” with”coverage.”

26. When we begin with well-defined targets, we are able to develop assessments that When we begin with well-defined targets, we are able to develop assessments that 1. reflect exactly what we teach and 2. what we expect students to learn.

27. Is there any reason NOT to include in our curriculum and teaching, learning targets that are tested for accountability purposes? Is there any reason NOT to include in our curriculum and teaching, learning targets that are tested for accountability purposes?

28. There are many benefits based on the existence of learnings that are There are many benefits based on the existence of learnings that are  CLEAR and  USABLE

29. In order to build clear learning targets we need to understand that there are actually FIVE kinds of learning targets. In order to build clear learning targets we need to understand that there are actually FIVE kinds of learning targets.

30. Knowledge targets Usually knowledge targets begin with words like: Usually knowledge targets begin with words like: Knows, lists, names, identifies, recalls, Knows, lists, names, identifies, recalls,

31. Procedural knowledge targets call for knowing how to do something. Procedural knowledge targets call for knowing how to do something. Example: Uses scientific notation to represent very large and very small numbers. Example: Uses scientific notation to represent very large and very small numbers.

32. If information were water we’d all be drowning. If information were water we’d all be drowning.

33. Beyond knowing things outright, we can know things via reference. Beyond knowing things outright, we can know things via reference. There isn’t enough time to teach everything students need to know. There isn’t enough time to teach everything students need to know.

34. Thus, we need to determine which knowledge students will be required to know outright Thus, we need to determine which knowledge students will be required to know outright and which they will be required and which they will be required to learn via reference. to learn via reference.

35. Reasoning Targets Reasoning targets deal with the skillful use or application of knowledge. Reasoning targets deal with the skillful use or application of knowledge.

36. Reasoning targets start out with mental processes like: Reasoning targets start out with mental processes like: Predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, generalizes Predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, generalizes

37. Types of reasoning 1. Inductive reasoning uses specific facts or evidence to infer general conclusions 1. Inductive reasoning uses specific facts or evidence to infer general conclusions 2. Deductive reasoning begins with a general rule or principle to infer specific conclusions or solutions 2. Deductive reasoning begins with a general rule or principle to infer specific conclusions or solutions

38. 3. Analytical reasoning requires that we 3. Analytical reasoning requires that we examine components or structure of examine components or structure of something. something. It is used in almost every discipline It is used in almost every discipline when we identify parts and describe relationships among them. when we identify parts and describe relationships among them.

39. 4. Comparative reasoning describes similarities and differences between two or more items. 4. Comparative reasoning describes similarities and differences between two or more items. Marzano’s research concludes that identifying similarities and differences is the most effective learning technique for students. Marzano’s research concludes that identifying similarities and differences is the most effective learning technique for students.

40. 5. Classifying means sorting things into categories based on specific characteristics. The trick being to identify relevant categories. 5. Classifying means sorting things into categories based on specific characteristics. The trick being to identify relevant categories.

41. 6. Evaluative reasoning involves expressing and defending an opinion, a point of view, a judgment or a decision. 6. Evaluative reasoning involves expressing and defending an opinion, a point of view, a judgment or a decision. This necessitates providing credible evidence on which to base one’s conclusions. This necessitates providing credible evidence on which to base one’s conclusions.

42. 7. Synthesis is the process of combining several discrete elements to create something new. 7. Synthesis is the process of combining several discrete elements to create something new.

43. There are many different “takes” on reasoning, but Stiggins gives us the preceding six (or seven) if you differentiate between inductive and deductive reasoning as I did. There are many different “takes” on reasoning, but Stiggins gives us the preceding six (or seven) if you differentiate between inductive and deductive reasoning as I did.

44. Stiggins’ list contains the most common reasoning targets found in standards documents. Stiggins’ list contains the most common reasoning targets found in standards documents.

45. Performance skills targets Performance skills require the students to demonstrate their mastery of a Performance skills require the students to demonstrate their mastery of a learning target and to be learning target and to be observed. observed.

46. Product Targets Product targets are not used as frequently as other types but are highly valued, calling for creation of a product. Product targets are not used as frequently as other types but are highly valued, calling for creation of a product. It may be difficult to differentiate between “task” and “target.” It may be difficult to differentiate between “task” and “target.” The key question is always “What is the intended learning?” The key question is always “What is the intended learning?”

47. Dispositional targets Dispositional targets rarely show up on state standards but are important because they reflect students’ Dispositional targets rarely show up on state standards but are important because they reflect students’ attitudes about school attitudes about school and learning. and learning.

48. Examples of learning targets are shown on Table 3.1 of Stiggins’ book, “Classroom Assessment for Student Learning.” Examples of learning targets are shown on Table 3.1 of Stiggins’ book, “Classroom Assessment for Student Learning.”

49. Now, we have a road map for assessing our student work. Now, we have a road map for assessing our student work. First, let’s think about whether or not our learning targets are clear and then go from there. First, let’s think about whether or not our learning targets are clear and then go from there.