1. Learning Targets Helping Students Aim for Understanding in Every Lesson! Part II

2. Learning Targets (Part 2) I can develop Learning Targets for an objective in a unit of study For Understanding I will show this by… Breaking apart an objective into “chunkable” lessons – sequencing learning Creating a clear, specific, and descriptive student-friendly target statement.

3. How do I design the right learning target for each day’s lesson, and use it along with my students to aim for and assess understanding  Start with the curriculum Standard(s) or Goal(s)  Identify key Skills and Concepts students must know and be able to do (already part of curriculum)  Develop Objectives  Order the Objectives  Determine how long it will take to teach each objective  Develop Learning Targets for each day’s lesson Essential Question and the Work

4. This is what it looks like… Standard Objectives Learning Target Objectives Learning Target Let’s try one together…

5. Curriculum Standard or Curriculum Goal 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

6. Unwrapped with Key Skills and Concepts from the Standard Unwrapped OA.1 SOLVE (word problems using addition and subtraction within 100 with unknowns in all positions using drawings and equations and using a symbols for the unknown) –A–Adding to –T–Taking from –P–Putting together –T–Taking apart –C–Comparing

7. Identify and Order Objectives Students will: Identify the important information in an “adding to” problem Identify the unknown or missing information in an “adding to” problem Model and solve an “adding to” problem using manipulatives Solve “adding to” problems using drawings Solve “adding to” using equations Explore a variety of strategies for solving the problem Represent the unknown in an “adding to” equation using a symbol Determine if their answer to the problem makes sense

8. Using your curriculum… 1.Select a standard in an upcoming unit 2.Create the lesson objectives required to teach to this standard 3.Identify the one objective you would like to develop learning target(s) for. Your Turn [10 Minutes]  Make your notes on questions 1 and 2 of your handout

9. Examples of: Model and solve an “adding to” problems using manipulatives Emma had some songs on her iPod Touch. This past Saturday, she downloaded 35 songs. Now she has 50 songs. How many songs did Emma have first? Build a model showing the parts and the whole. Total Songs Songs at First Songs downloaded

10. Selected Objective(s) Model and solve an “adding to” problem using manipulatives [Blooms: applying, analyzing and creating]

11. List the Essential Learning Content (Knowledge and Skills For Today’s Lesson) If my objective is… Model and solve an “adding to” problems using manipulatives The Knowledge and Skills I need to consider are… My students must learn (Knowledge): – how to extract essential information from the word problem to solve for an unknown. – to order that information in a model. – that parts of the model will be specifically larger or smaller based on the numbers and their location in the model. My Students must be able to (Skills): – write an equation using the information from a model to solve the problem. – reconstruct model components when the equation does not yield the correct outcome – (flexible thinking - trial and error).

12. What Knowledge and Skills must your students learn for this objective? – Make your notes on question 3 of your handout Your Turn [10 Minutes]

13. Learning Trajectory Where does this lesson occur in the unit or group of lessons?  Beginning  Middle  End Identify the important information in an “adding to” problem Identify the unknown or missing information in an “adding to” problem Model and solve an “adding to” problem using manipulatives Solve “adding to” problems using drawings Solve “adding to” using equations Explore a variety of strategies for solving the problem Represent the unknown in an “adding to” equation using a symbol Determine if their answer to the problem makes sense

14. What is this lesson’s “reason to live?” MY THINKING   What have they learned?  What do I need to consider? What experiences have my students had creating or manipulating mathematical models and identifying parts and wholes? (Unit 1) My students already know how to use addition to solve word problems. How can I connect this concept to something relevant and meaningful to them? (Emma and iPod Touch ex.) Can my students demonstrate their understanding in multiple ways? How will I ensure my students understand how models work so they can effectively build a mathematical model? Essential for Students to Know and Be Able to Do… My students must learn to take their understanding of solving addition word problems and build a mathematical model for “adding to.”

15. Identify the Learning Trajectory – Make your notes on question 4 of your handout Your Turn [10 Minutes]

16. Performance of Understanding for today’s lesson – How will the students be asked to show they can do this? What will they say, write, do or make??? My Thinking  My students need to: – extract essential information from the word problem and eliminate any extraneous information. – model each number in the appropriate part. – adjust the model, as needed, to represent the correct outcome. – show the ability to correctly add using an equation. – show the unknown in three possible locations. My students must engage in a performance of understanding where: – They build a model that demonstrates a deeper understanding of, and improves decisions about, mathematical situations. To be successful, it must contain:  Numbers from the word problem (as parts or whole)  An unknown from the word problem (as parts or whole)  Numbers and unknown placed correctly in the model (as parts or whole)  Model parts that spatially represent numeric equivalents  An equation to represent the model  An answer to the equation that verifies the model

17. Develop the Performance of Understanding – What will your students do, say, write or make during today’s lesson to deepen their understandings?  Use question 5 from your handout Your Turn [10 Minutes]

18. State the Learning Target In math, you will be able to… – Identify the parts and whole. – Build a math model showing parts and whole – Solve the problem

19. State the Learning Target  I can…  To be able to do this, I will…  I will show I can do this by…  Use question 6 from your handout  Also, review questions 7 – 9 to consider your Success Criteria and how you will weave the learning target into the lesson. Your Turn [10 Minutes]

20. In math, you will be able to… – Identify the parts and whole. – Build a math model showing parts and whole to solve the problem Brady has 18 coins. His sister gave him 32 coins. How many coins did Brady have then? Learning Targets 18 + 32 = ?

21. What Instructional Activities could Students Engage In? - Opportunity to differentiate!!! 1.Students can use a number line, ruler and (legos, tiles, base ten blocks, unifix cubes, counting bears) to build models that demonstrate understanding of solving “adding to” word problems with an unknown. 2.Provide pairs of students the opportunity to solve word problems using the virtual Thinking Blocks Model and Solve feature in Mathplayground.com (http://www.mathplayground.com/ThinkingBlocks/thinking_blocks_modeling %20_tool.html)http://www.mathplayground.com/ThinkingBlocks/thinking_blocks_modeling %20_tool.html 3.Pretend you are making a bulletin board based on the number of books read by boys and girls. Have students collect the data, create at least two “adding to” word problems (with the unknown in a different place in each), have the students use construction paper to build the model for the bulletin board. 4.Students may use the free Singapore Math Bar Models app to build models to solve word problems with an unknown. (Model D in another good app - $1.99) 5.For students who are still struggling with addition and subtraction… Meet with in Guided Math and alter lesson to support needs.

22. What are some possible assessments? - Opportunity to differentiate!!! Build performance assessment opportunities into instructional activities. – Use criteria for success to construct rubrics for giving feedback during work. Have students present their model to others, and/or Take digital pictures of models for student portfolio review, wiki, blog, etc… – Use the same rubrics to score or grade the final product. Conduct in-class oral questioning, preparing questions ahead of time, for pair-share prior to closure. Exit slip – How did building a model help me to solve a word problem for the unknown?

23. Possible Rubric or Checklist  Did you identify parts or whole?  Is there an unknown from the word problem?  Are your numbers and unknown are placed correctly in the model?  Does the size of the parts in your model match the size of the number?

24. Take Aways Learning Targets are a research-based effective instructional strategy proven to improve student performance. The student and teacher must know what they are aiming for and how to achieve success! Effective Planning for Active Learning (Domain 1) can yield a significant improvement in instructional delivery to increase student outcomes.

25. Next Steps… Get Started! Start Small… with the essential content areas (reading and math) Think about how you will make the Learning Target visible and “alive” throughout the lesson Learning Walks:  Gather Baseline Data  Ensure that we put-in-practice A Shared Vision of Effective Teaching  Calibrate Administrator's instructional “lens” EXIT SLIPS