Dr. Norma S. Gerrell NW CORE Center, Director [email protected] Norma S. Gerrell - PSSD

Dr. Norma S. GerrellNW CORE Center, Director

[email protected]

Norma S. Gerrell - PSSD

Learning has to do with what the students accomplish.”

Harry Wong

“Learning has nothing to do with what a teacher covers.


Where am I going?

1. Provide a clear and understandable version of the learning target.

2. Use examples and models of strong and weak work.


A learning goal, if it is to be useful, must have two parts – two legs on which to stand:◦1. Content

What will the subject be?

◦2. Level of Thinking / Doing. What will the learner accomplish with the content?


Noun = Content

Water Cycle

Verb = Performance

p. 128CoverHit on

Diagram

No Fuzzy Verbs“Hey Dad, Watch Me…”


http://www.stedwards.edu/cte/files/BloomPolygon.pdfNorma S. Gerrell - PSSD

Strengthening “I Can…” Objective Use

It’s true. “I Can…” statements put standards in student-friendly, measureable terms!

Suggestion #1: Carefully select Bloom’s verbs for your “I Cans…”, then discuss your verb choice with your students. Have them compare your “I Can…” to one with a “lesser” verb to help them understand their objective.

Example: Students compare their actual “I Can…” (I can prompt quieter members to join in the conversation during book club) to a lesser one (I can explain the different roles for book club) to understand what the teacher is actually assessing them on.



Suggestion #2: Use this frame to strengthen your “I Can…”

I Can ____________________ __________________________ by

____________________________________________________.

(Bloom’s verb) (content/standard)

(specific activity)

Example: I can identify how changing the dimensions of a cylinder will affect the volume by using different models of cylinders.



Suggestion #3: Highlight any academic vocabularyacademic vocabulary in your big “I Can…” and require students to use that vocabulary when you’re talking to them about their progress towards your lesson objectives.

Example: I can read a favorite story with expressionexpression and to demonstrate fluencyfluency.


Intended Use for TeachersTeachers:connect students with SMART learning targetscommunicate purpose of instruction


Learning Target: “Makes inferences from informational/expository and literary/narrative text” Grade 2

Word to be defined: InferenceDefinition: conclusion drawn based on evidence and logic

Student-friendly definition: a guess based on clues


Student-friendly learning target:

I can make inferences from what I

read. This means that I can make guesses

based on clues when I am reading.


Intended Use for StudentsStudents:ownership for their

learninganswers the student

questions:

What do I need to know or be able to do?

How am I doing?


Teacher Teacher : data centers, class meetings, goal setting,

identifying learning targets for explicit instruction, student led conferences

StudentStudent : data folders, goal setting, progress

monitoring, communication tool, student-led conferences

Parent Parent : communication tool to strengthen the

home-school partnership and to support learning at home, parent information night, open house, newsletters, conferences


Insight: “Only 3% of the adult population report having clear, written goals for their life. Of this 3%, 95% report achieving those goals.”

Question: What would your school look like if every teacher had clear, student friendly, written goals?


Where am I now?

3. Offer regular descriptive feedback.

4. Teach students to self-assess and set goals.


When anyone is trying to learn, feedback about the effort has three elements:◦Recognition of the desired goal,◦Evidence about present position,◦Some understanding of a way to close the

gap between the two.

All three must be understood to some degree before he or she can take action to improve learning.

Sadler, 1989



Suggestion #4: Teach students to use a quick-check formative tool that asks them to self-assess their current ability to complete the “I Can…”. Try to move beyond thumbs-up/down as a quick check technique by choosing a tool with several more dimensions to it.

•I can analyze my rough draft to find a writing trait that I should revise during writer’s workshop.•I can choose a specific skill from the trait I am revising for and then choose a strategy for improving that skill in my next draft.•I can communicate my trait-inspired revision strategy to my teacher before I begin revising.





I can Rubric

Skill: Skill Indicators:

4ExpertExceeds

I understand completely! I can do it without making mistakes. I can help others.

3MasterProficient

I understand the important ideas.I can do it by myself. Once in awhile, I make little or careless mistakes.

2ApprenticeDeveloping

I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help.

1NoviceBeginning

I don’t understand yet. I can’t do it by myself.My mistakes show that I have trouble with the important ideas.


I can write my numbers to 20



How can I close the gap?

5. Design lessons to focus on one aspect of a GLE/CLE at a time.

6. Teach student focused revision.

7. Engage students in self-reflection. Let them keep track of and share their learning.



When you measure progress you: ◦have a powerful influence on student achievement

◦stay on track ◦reach your target dates ◦experience the excitement of achievement . . .

which spurs you on to continued effort required to reach your goals


I can Rubric

Skill: I can put a story events in order. Skill Indicators:

4ExpertExceeds

I understand completely! I can do it without making mistakes. I can help others.

3MasterProficient

I understand the important ideas.I can do it by myself. Once in awhile, I make little or careless mistakes.

2ApprenticeDeveloping

I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help.

1NoviceBeginning

I don’t understand yet. I can’t do it by myself.My mistakes show that I have trouble with the important ideas.


Expectation/Skill: Sequence

Evidence of Skill Acquisition

Evidence Over Time


Common focusTarget for achievementCommunicate what is importantBuild community & engagementIncrease motivation and confidence


W.2.2.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.






Correlation – an approximate match Congruency – an exact match

Thought: “Teachers who see the nuances between congruency and correlation produce the most student success, especially at the lowest quartile.”

--Mike Rutherford


Definition: The ability of the teacher to create an exact match between the activities in the classroom and the clear learning goal.

Learning centered teachers plan activities that are congruent to the learning goal.


Analogy: Creation of a PowerPointGoal: The student will create a travel

brochure using information from three on-line sites.

Correlated – Student creates an attractive brochure

Congruent – Student applies information

literacy strategies to create a brochure


At or below level students need more

Above level students need less

Use as independent practice or homework for at or below level students

At or below level students need less

Above level students need more

Don’t give to at or below level students for independent practice or homework


Directions: Add a predicate to each sentence below.

1. The police officer __________________________________________.

2. The boat captain __________________________________________.

3. The rusty old car ___________________________________________.

4. The garden in our backyard __________________________________.

5. The lady with the green dress ________________________________.

Example: The small squirrel scampered across the yard.1. Three pelicans flew over the beach.2. The children built a sandcastle.3. Ben played chess with Alex.4. Everyone in the stadium watched the game.5. The microwave beeped.


In a learning situation, the principle of congruency means to achieve an exact match or agreement between the clear learning goal and the chosen learning activity.

Congruency – an exact match Correlation – related to

Impostor activities look congruent, but are really only correlated. Impostor activities waste valuable learning time.

20 minutes of imposter activities per day = 60 hours of lost instruction per school year….Wow!!!


Documents

Dr. Norma S. Gerrell NW CORE Center, Director [email protected] Norma S. Gerrell - PSSD