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Learning Targets

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Learning Targets

Helping Students Aim for Understanding in Every Lesson!

Part II

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.

Essential Question and the Work

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

- Learning Target

- Objectives

- Learning Target

- Standard

- Objectives

- Learning Target

Let’s try one together…

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)

- Adding to
- Taking from
- Putting together
- Taking apart
- Comparing

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

Your Turn

[10 Minutes]

- Using your curriculum…
- Select a standard in an upcoming unit
- Create the lesson objectives required to teach to this standard
- Identify the one objective you would like to develop learning target(s) for.

- Make your notes on questions 1 and 2 of your handout

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 downloaded

Songs at First

- Model and solve an “adding to” problem using manipulatives [Blooms: applying, analyzing and creating]

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).

Your Turn

[10 Minutes]

- What Knowledge and Skills must your students learn for this objective?
- Make your notes on question 3 of your handout

- Where does this lesson occur in the unit or group of lessons?

- 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

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 relevantand meaningfulto 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.”

Your Turn

[10 Minutes]

- Identify the Learning Trajectory
- Make your notes on question 4 of your handout

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

Your Turn

[10 Minutes]

- 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

- In math, you will be able to…
- Identify the parts and whole.
- Build a math model showingparts and whole
- Solve the problem

Your Turn

[10 Minutes]

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.

- In math, you will be able to…
- Identify the parts and whole.
- Builda math model showingparts and whole to solve the problem
Brady has 18 coins. His sister gave him 32 coins. How many coins did Brady have then?

- 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.
- 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)
- 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.
- 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)
- For students who are still struggling with addition and subtraction… Meet with in Guided Math and alter lesson to support needs.

- 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.

- Use criteria for success to construct rubrics for giving feedback during work.
- 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?

- 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?

- 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 toincrease student outcomes.

- 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