Creating Twenty-first Century Globally Competitive Students

Career-College Grand-Challenge Ready!

Revised Bloom’s Taxonomy Curriculum Design as

Professional Development

NC ScienceEssential Standards

(4)The Alignment Question  

How does one ensure that objectives, instruction and assessment are consistent with one another?

(the degree of consistency)

 

The Structure of Curriculum

Learning Experiences/Activities

Materials and Equipment

Q1. The Learning Question: Steps 1-6

Step 1 – Theme Step 2 – Conceptual Lens

Step 3 – Standards & Big Ideas Step 4 – Enduring Understandings Step 5 – Enduring (guiding) Questions Step 6 – Learning Targets

Summer Institute 2014

We Are Learning To

Planning a Standards-based Unit

Success  Criteria  

Learning  Target  

One Size Does Not Fit All

How do I help my

students focus on the

learning and still

enjoy the doing?

Today we will: v  Clarify the terms learning

targets and success criteria v  Classify and write learning

targets along with the associated criteria for success

v  Identify strategies for implementing learning targets and success criteria to improve student outcomes

Today we are learning to…

Creating Student Friendly Classrooms driven by Success!

What I am Looking For

We Are Learning To

Implement the formative assessment process in order to:

facilitate learning for students (NC  Professional  Teaching  Standard  IV)  

and establish a respectful environment for a

diverse population of students (NC  Professional  Teaching  Standard  II).

In order to ensure you are successful and to help you keep your focus on

What I am Looking For -

ü  I will classify learning targets based on the Revised Bloom’s Taxonomy’s Knowledge Dimension.

ü  I will model the process of deconstructing a clarifying objective.

ü  I will write clear learning targets aligned to a clarifying objective.

ü  I will write effective Success Criteria for a specific learning target.

ü  I will identify opportunities for using learning targets and success criteria in my classroom.

Revisit these statements as we progress through today’s session:

Why are learning targets and success criteria important and how do they relate to the formative assessment process?

Find the Star

Clear learning targets help teachers create a learner-centered

classroom. During the formative assessment process, clear learning targets enhance students’ ability to take more responsibility for their own thinking and learning.

In the pattern to the left,

locate and

outline the five-pointed

star.

Why are learning targets and success criteria important and how do they relate

to the formative assessment process?

Find the Star

If I provide more

information (block out part of the

picture) does that help you

identify the target?

Clear learning targets help teachers create a learner-centered

classroom. In order to be successful, students need to know what they are going to learn and why they are learning it.

Why are learning targets and success criteria important and how do they relate

to the formative assessment process?

Find the Star

If I provide even more information (block out

more of the picture)

does that help you

identify the target?

Effective success criteria help teachers empower learners and

improve efforts to self-assess.

In order to be successful, students need to know how they will recognize when they have succeeded.

Why are learning targets and success criteria important and how do they relate

to the formative assessment process?

Find the Star

Rick Stiggins points out that “Teachers and students can hit any target they can see and will hold still.”

Why are learning targets and success criteria important and how do they relate

to the formative assessment process?

What is the relationship between Stiggins’ statement and the activity in which you just completed?

What are learning targets?

 

Learning targets are objectives written by teachers for students.

NC Falcon Plan

Learning targets are statements that describe what “we want students to learn as a result of our teaching” so that they will be able to say…

“I can…”

How are Essential Standards & clarifying objectives related to learning targets and success criteria?

   

7.P.1.3

Essential Standard: 7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.

Learning Target

Organize information in simple graphs to show the relationship between the position of an object at a given time.

Educational Objectives

Instructional Objective

Learning Target:

Clarifying Objective: Illustrate the motion of an object using a graph to show a change in position over a period of time.

7.P.1 Global Objectives

National Science Education Standards (NSES) Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: properties and changes of properties in matter; motions and forces; transfer of energy.

• are linked to the learning intention; • are specific to an activity; • are discussed and agreed with

students prior to undertaking the activity;

• provide a scaffold and focus for students while engaged in the activity; and

• are used as the basis for feedback and peer-/self-assessment.

“focus on the Learning” Effective Success Criteria

Shirley Clarke

‘… success criteria summarize the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’

‘… success criteria are checks on learning that students can use as they monitor their own learning.’

Margaret Heritage

• Do the criteria for success focus on what students will do during the learning process?

• Do the criteria for success provide an understanding of what quality work should look like?

• Will the learning targets be met after achieving the criteria for success?

NC Falcon Plan

Learning targets are statements that describe what “we want students to learn as a result of our teaching” so that they will say… “I can…

“I will…

‘…success criteria are checks on learning that students can use as they monitor their own learning.’ Students rephrase success criteria as of the learning intention.

NC Falcon Plan

Learning targets are statements that describe what “we want students to learn as a result of our teaching” so that they will say… “I can…

“I will…”- reminders

“I will…”

Clarifying Objective:

Illustrate the motion of an object using a graph to show a change in position over a period of time.

How are Essential Standards & clarifying objectives related to learning targets and success criteria?

   

7.P.1.3

Essential Standard: 7.P.1 Understand motion, the effects of forces on motion and the graphical representations of motion.

Learning Target

Organize information in simple graphs to show the relationship between the position of an object at a given time.

Success Criteria

Educational Objectives

Indicator of Learning

Instructional Objective

Learning Target:

•  I will number and label the x-axis… •  I will number and label the y-axis… •  I will use appropriate plotting techniques

Success Criteria

“When choosing instructional approaches, think about what is needed for learning, not just

what is comfortable for teaching.” -­‐Wiggins  and  McTighe,  

Understanding  by  Design,  pg.  242  I hope we get

to do an

Experiment!

When deciding what to teach and how to teach it…

…more focus on the learning & less focus on the doing.

How does one determine appropriate learning targets?

Using Learning Progressions to Deconstruct Standards Learning Progression: Atomic-Molecular Theory of Matter:

(Ready, Set, Science! Michaels, 2008)

How does one determine appropriate learning targets?

Step 6:  Identify Learning Targets

Read pp. 41 & 42

Table Talk!

 

…a strategic conversation on achieving alignment

       Clear Learning Targets

Learning targets may be classified by the knowledge dimension of the Revised Bloom’s Taxonomy table. This represents the alignment of the standards (or objectives) to instruction.

Before writing your own learning targets, practice classifying learning targets.

• FACTUAL

• CONCEPTUAL

• PROCEDURAL

• METACOGNITIVE  

4 Types of Learning Targets (Based on the RBT Knowledge Dimension)

TASK

Classifying Learning Targets •  HEADING CARDS: Lay out the four learning target

category cards—factual, conceptual, procedural, and metacognitive—in a row in that order. Across from those cards, lay the card for activity.

•  EXEMPLAR CARDS: Group the cards according to whether you believe them to be: a learning target or an activity for teaching a target.

Sort the cards according to the type of statement you believe it to be:

(1 Stay – Others Stray) When you have finished, walk around and look at what

other groups have done. Stayers: Explain your group’s sorting rationale Strayers: Take notes as you move about.

factual conceptual procedural Meta-cognitive ACTIVITY

A. Factual Knowledge      Basic elements students must

know to be acquainted with a discipline or solve problems in it.

Sub-types: Aa. Knowledge of terminology Ab. Knowledge of specific details and elements  

Standards on Factual Knowledge

Students will 1.  Identify prominent inventors and

scientists of this period. 2.  Remember the rules for using commas,

semi-colons, and colons. 3.  Skip-count 1-20.

 

Answer: Factual Knowledge Targets

Students will: Identify the necessary and sufficient properties that characterize quadrilaterals.   Accept the skepticism of others as part of the scientific process. Learn the major exports of the various South American countries. Remember the rules for using commas, semi-colons, and colons.  

B. Conceptual knowledge The interrelationships among the basic elements within a larger structure that enables them to work together.

Sub-types: Ba. Knowledge of classifications and categories Bb. Knowledge of principles and generalizations Bc. Knowledge of theories, models, and structures

Conceptual Knowledge…  

  Has to be taught by defining the attributes and with multiple examples and non-examples (some of which are near-misses); can be abstract or concrete.    

Standards on Conceptual Knowledge

Students will 1.  Distinguish between inherited

traits and those acquired from environmental factors.

2.  Evaluate sources for accuracy, bias, and credibility.

3.  Use Boyle’s law for gas pressure to solve given problems.

Answer: Conceptual Knowledge Targets

Students will: Compare whole numbers, fractions, decimals, and percentages, using concrete materials, drawings of pictures, and mathematical symbols. Discuss the negative impacts of pesticides on the pollination process. Explain how technological and scientific advances, including navigational advances and the use of gunpowder, affected various parts of the world politically, socially, and economically and contributed to the power of European nations. Recognize tone, mood, and theme in works of literature and relate to personal experience.

  C. Procedural Knowledge

How to do something: methods of inquiry, and criteria for using skills, algorithms, techniques, and

methods Sub-types: Ca. Knowledge of subject-specific skills

and algorithms Cb. Knowledge of subject-specific

techniques and methods Cc. Knowledge of criteria for

determining when to use appropriate procedures

Examples of Procedural Knowledge

•  In math, algorithms for performing long division

•  In science, methods for designing experiments

•  In ELA, procedures for spelling words

Standards on procedural knowledge Students will 1.  Demonstrate the steps for

dribbling a basketball. 2.  Carry out procedures to measure

and record daily weather conditions.

3.  Use order-of-operation rules appropriately to solve problems.

Answer: Procedural Knowledge Targets

Students will:  Learn how to round whole numbers and decimals.   Use appropriate tools and technology (such as calculators, computers, probes, thermometers, balances, spring scales, binoculars, microscopes, and hand lenses) to perform tests, collect data, and display data.   Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the America through 1770.   Learn to use persuasive techniques to produce effective mass media messages.

D. Metacognitive Knowledge

Sub-types: Da. Strategic knowledge Db. Knowledge about cognitive tasks,

including appropriate contextual and conditional knowledge

Dc. Self-knowledge

Knowledge of cognition in general as well as awareness and knowledge of one's own cognition (thinking about your thinking)    

Examples & non-examples of Metacognitive Knowledge

Examples: 1.  Knowing when to use mnemonic strategies, paraphrasing,

summarizing, questioning, note-taking, or outlining to attain a learning goal.

2.  Realizing that your study session will be more productive if you work in the library rather than at home

3.  Knowing that the science textbook chapters have to be studied differently from novels.

Non-examples: standards that ask the student to A.  Outline the structure of local government. (B) B.  Identify the author’s perspective in a literary work. (B)

Answer: Metacognitive Knowledge Targets

Students will: Determine whether the data can be used as evidence to support a claim about the pattern of motion.

Recognize that models are tentative schemes or structures that correspond to real objects, events, or classes of events and that have explanatory power.

Recall that the scale chosen for a graph or drawing makes a big difference in how useful it is.

Recall that studying science vocabulary requires different strategies than studying vocabulary for a spelling lesson.

 

Answer: Activity

Students will: Make a story map showing the main events of the colonial expansion of European powers in Africa, Asia, Oceania, and the America through 1770.   Write a list of keywords you know about rules for using commas, semi-colons, and colons.   Generate a summary report of the negative impacts of pesticides on the pollination process.   Write about your feelings in relation to the tone, mood, and theme as presented in the Grapes of Wrath.

Classifying Learning Targets

•  What were some considerations for how you classified the samples you had?

•  Is it always clear how to classify a statement from the standards? Why or why not?

Re-cap  

What is the difference between a

Standard

and a

Learning target?

Deconstruction Models

•  Find a partner •  Look at the STRONG example

– How would this help teachers? – How would this impact student learning?

•  Look at the weak example – Would this be beneficial to teachers?

•  In order to deconstruct effectively what skills/knowledge are needed?

Teachers are expected to write instructional objectives based on the global and educational

objectives.    

Bio  6-8  

   

             No, you teach children not just science.  

K-­‐2  3-­‐5  

Appropriate includes knowledge of conceptual development of

the subject based on the age of the student.

You try it! Work with a partner

to deconstruct a standard and write

appropriate learning targets.

Are the standards clear? •  Can your content standards stand alone and

be used as learning targets, meaning, it only takes 1-2 hours to master, or do they need to be deconstructed?

•  Deconstruction involves taking a standard and breaking it down into manageable learning so that students and teachers can accurately identify what students should know and be able to do.

Working together to deconstruct standards

Read 1. The Learning Question

introduction and process. Complete part A. Deconstruct the standard- only.

Refer to the object in the standard. Based on the content presented in your standard, consider the following questions: 1.  What factual knowledge will students need to demonstrate their

acquaintance with the content or solve problems in the content?

2.  What conceptual knowledge will students need to demonstrate an understanding of the interrelationships among the basic elements of the content within a larger structure, that enables them to work together?

3.  What procedural knowledge (knowledge of how to do something):

-methods of inquiry, -criteria for using skills, algorithms, techniques, and methods will students need to demonstrate mastery of the content? 4.  What, if any, metacognitive knowledge will students need to know when engaging in problem-solving activities on the content?      

Clear Learning Targets Drive the Formative Assessment Process

Learning Targets answer the question:

Assess what?

Now address the verb. To complete the learning target, select an appropriate verb based on the type of knowledge.

For example, if you are working with factual knowledge, we generally expect students to remember factual knowledge. So, select a verb that means remember based on what you intend students to do, e.g. recall, recognize or identify the presented facts. Ex. - Students will recall the basic steps of photosynthesis.  

Verbs – Align the standards to the assessment

Share your

work!

OK Slap your EASY Button and say:

I can deconstruct standards into clear learning targets in order to begin the formative assessment process.

Now, I will write my learning target in student friendly language and establish success criteria.

Without clear targets we can’t do any of the following…

•  Correctly identify what students know, don’t know and their level of achievement.

•  Make decisions about next steps in instruction. •  Give detailed, descriptive feedback to students. •  Create a classroom culture where students self-

assess or set goals likely to help them learn more. •  Keep track of student learning target by target and

standard by standard. •  Know if the assessment adequately covers and

samples what we taught. •  Complete a standards-based report card.

Science

Mat

h

Clear Learning Targets

& Success Criteria Facilitate the growth of

Life Long Learners

Social Studies

Creating Student Friendly Classrooms driven by

Success!

ELA French III

Archery Art I