Clear Learning Targets

How to deconstruct the standards!Edited by Carissa Karpinski, Durham Public Schools

Created and Developed by Regional Teacher Partners with the PIMSER P-12 Math and Science Outreach

Clear Learning Targets

Individually, draw the front of a penny.

Include as many details as you can without looking at one.

Do not compare with a partner until instructed.

What’s the Target?

Learning/Achievement Targets

Statements of what we want students to learn and be able to do.

Educators & Students must be able to answer……

Where am I going?Where am I now?How can I close the gap?How will I know I’m getting there?How can I keep it going?

Is this a Target?

What do you think? I can complete a senior project I can build a bird Feeder I can use a band saw safely I can analyze a lab report I can construct a diorama

A Mathematics Example

Math Decimals

Page 152 in the book Going on a decimal hunt I can read decimals and put them in order

Subject

Topic

Assignment

Activity

Learning Target

Learning Targets

Remember/UnderstandApplyAnalyze/EvaluateCreate

Remember/Understand Targets

Mastery of substantive subject content where mastery includes both

knowing and understanding it.

Examples

I can identify metaphors and similes I can write quadratic equations I can describe the function of a cell

membrane I know the multiplication tables I can explain the effects of an acid on a

base

Applying Targets

The ability to use knowledge and understanding to figure things out and to solve problems.

Examples

I can use statistical methods to describe, analyze, evaluate, and make decisions.

I can make a prediction based on evidence. I can examine data/results and propose a

meaningful interpretation. I can distinguish between historical fact and

opinion.

Analyze/Evaluate Targets

The development of proficiency in doing something where the process is most important.

Examples

I can measure mass in metric and SI units I can use simple equipment and tools to

gather data I can read aloud with fluency and expression I can participate in civic discussions with the

aim of solving current problems I can dribble to keep the ball away from an

opponent

Create Targets

The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

Examples

I can construct a bar graph I can develop a personal health-related

fitness plan I can construct a physical model of an object I can write a term paper to support a thesis

Clear Targets

Clear targets help us: Recognize if the formative assessment

adequately covers and samples what we taught.

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

Plan the next steps in instruction. Give meaningful descriptive feedback to

students.

Clear Targets (continued)

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.

Classifying Learning Targets

Lay out the four learning target category cards—Knowledge, Reasoning, Performance/Skill, and Product—in a row in that order.

Sort the learning target example cards according to which kind of learning target it is. Lay these cards in columns under the appropriate category.

When you have finished, walk around and look at what other groups have done.

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?

QUESTION

What is the difference between a

STANDARD

and a

TARGET?

An Example

STANDARD: An excellent golf swing TARGETS:

Proper placement for feet (stance) Proper grip while maintaining stance Swing A, B, C (3-parts to swing)

ACTIVITIES: Watch videos of great golfers and imitate their

stance

When should these be added and/or developed?

Deconstructing Standards

Are the Standards Clear?

Can your content standards stand alone and be used as learning targets or do they need to be deconstructed or ‘unpacked’?

Deconstruction involves taking a standard and breaking it down into manageable learning targets—Knowledge, Reasoning, Performance/skills, and/or Products—so that students and teachers can accurately identify what students should know and be able to do.

Standard/Benchmark:

Produce writing to communicate with different audiences for a variety of purposes.

Type: Knowledge Reasoning Skill Product

Learning Targets:What are the knowledge, reasoning, skill, or product targets underpinning the standard?

Knowledge Targets

Skill Targets

Reasoning Targets

Product Targets

Know what a sentence is

Understand concept of word choice

Distinguish the uses ormeanings of a

variety of words (word choice)

Hold a pencil correctly

Print letters correctly according to DN methods

Space words

Use lines and margins correctly

Stretch out sounds in words to create a temporary spelling of the word

Write sentences with varied

beginnings.

FIRST GRADE

Creating Targets for “Driving a Car with Skill”

What knowledge will students need to demonstrate the intended learning?

What patterns of reasoning will they need to master?

What skills are required, if any?

What product development capabilities must they acquire, if any?

Driving a Car with Skill

KnowledgeKnow the lawRead signs and understand what they mean

ReasoningEvaluate ‘am I safe’ and synthesize information to take action if needed

SkillsSteering, shifting, parallel parking, …

Products(not appropriate target for standard)

Practicing Deconstructing Standards Find a partner Look at the STRONG example

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

Look the WEAK example Would this be beneficial to teachers?

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

Let’s Do a Think Aloud

Examine the standards given. Think about what knowledge, skills, reasoning, or

products students will need in order to meet that standard.

Start with the skills column, then move to understanding, and lastly to core content.

Do not think of how you will teach the standard or how you will assess it, ONLY about what students will need to know and be able to do.

Let’s do this together!

Working within a group of 3

Using the standards you have been given, deconstruct into K, R, S, and P targets.

Refer back to your verb sheet to help you categorize and the strong model as an example.

When finished, join another trio and compare your work.

Group Debrief

DHow did the process feel?

What is the value of going through this process?

What support materials are needed to facilitate the process?

Without Clear Targets We Can’t Do Any of the Following…

Know if the assessment adequately covers and samples what we 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.