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Deconstructing TEKS into Achievable Learning Targets


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Deconstructing TEKS into Achievable Learning Targets. December 9, 2009 CCL Released Time. The Big Picture Curriculum, Instruction, Assessment. OUR Targets. You will be able to: articulate the difference between ‘TEKS’ and ‘target.’

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Deconstructing TEKS into Achievable Learning Targets

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Deconstructing teks into achievable learning targets l.jpg

Deconstructing TEKS into Achievable Learning Targets

December 9, 2009

CCL Released Time


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The Big PictureCurriculum, Instruction, Assessment


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OUR Targets

  • You will be able to:

    • articulate the difference between ‘TEKS’ and ‘target.’

    • deconstruct a TEKS and evaluate your work for quality, accuracy, and usefulness.

    • transform learning targets into student friendly language.

    • successfully complete the new lesson plan template

    • teach others how to complete the lesson plan template


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Research-based Strategies

5 Research-based strategies that significantly improve student learning:

  • Sharing criteria (clear learning targets with success criteria)

  • Questioning

  • Feedback

  • Peer assessment

  • Self-assessment


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Learning Targets

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


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Without Clear Learning 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.

  • Select instructional activities that actually help students achieve the target.


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A Mathematics Example

Subject

  • Math

  • Decimals

  • Page 152 in the book

  • Going on a decimal hunt

  • Read decimals and put them in order

Topic

Assignment

Activity

Learning Target


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Classifying Learning Targets


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Once you’ve identified the overall type of standard, you’ll have a better understanding of the likely TARGET TYPES


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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/performance capabilities must they acquire, if any?


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Driving a Car with Skill

  • Knowledge

    • Know the law

    • Read signs and understand what they mean

  • Reasoning

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

  • Skills

    • Steering, shifting, parallel parking, …

  • Products/Performances

    • Drive the car in a safe/lawful manner!


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Impact on students:

More focused (especially underachieving students).

Demand learning target.

More likely to express learning needs – specifically.

Develops a learning culture.

Quality of work improves.

Behavior improves.

Persevere longer.

Greater ownership of learning as responsibility shifts from teacher to student.

Automatically self-evaluative.

More enthusiastic about learning.

Impact on teachers:

More focused.

Sharpens teacher understanding of learning target.

Expectations rise.

Focus on quality rather than getting everything done.

More critical of activities.

Reinforces relevant vocabulary.

Assists in reflection of lesson and learning that occurred.

Strengthen connections with parents related to child’s strengths and weaknesses.

Clear Learning Targets


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“Without the learning intention, children are merely victims of the teacher’s whim.”

“The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan.”

Shirley Clarke in Unlocking Formative Assessment


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Student Friendly Terms

  • “In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way that makes sense to her children.”

  • “…the task has to match the learning intention for the children to have a chance of fulfilling it.”

  • The learning intention “needs to be the main focus of feedback.”

    Shirley Clarke in Unlocking Formative Assessment


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Clear Statement of Learning Target

  • Skill or concept to be defined: PREDICTION

  • A statement saying something will happen in the future.

  • Student-friendly language for target:

  • I can make predictions. This means I can use information/evidence to describe what is likely to happen next.


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Students who can identify what they are learning significantly outscore those who cannot.

  • Robert Marzano


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Student Friendly Language

  • From K-3 Deconstruction

    “Observe and describe properties of material objects”

  • Student Friendly Language:

    I can describe the physical properties of objects that I can see, touch, and/or smell.


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Student Friendly Terms

We’ll know we’ve achieved this because…

We are learning to…

Hey Dad! Let me show you…


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Tips for Deconstructing TEKS

  • Read the “Big Idea” for the selected section of TEKS to provide overall context.

    TEKS 5.6 Force, motion and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.

  • Establish the student expectation to be taught.

    TEKS 5.6 A The student is expected to explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.

    Identify verbs and nouns within the SE statement.

    ----explore, mechanical, light, thermal, electrical ,sound


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Tips for Deconstructing TEKS

  • Determine the knowledge, reasoning, or skills needed

    Some are not explicitly stated in TEKS or TAKS

    -explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.

  • Deconstruct further (i.e., knowledge, skills, product, reasoning)targets as needed. Write your learning targets.


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A 5th Grade Standard from Science TEKS

TEKS 5.6 Force, Motion, and Energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems.


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So, what’s the targets in this TEKS?

TEKS 5.6 C: The student is expected to demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water

  • Know that light has a source

  • Represent the straight-line path of light

  • Know that we see objects because light is reflected from the object in its path to our eyes

  • Describe light that is reflected and refracted


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Let’s Practice!

  • Choose a TEKS

  • Choose a Student Expectation within the TEKS

  • Practice writing learning targets that coordinate with this TEKS

    • Use handout: Learning Targets: Stems and Samples to help you get started

    • Keep in mind the Target Types


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Identifying the Learning Targets

  • Are the TEKS primarily knowledge, reasoning/skills or product based?

  • Use the Target Types/Underpinning Learning Targets Chart to figure out what kind of learning targets will result.

  • Are your targets clear with respect to what students should learn and be able to do?

  • Are they in terms students will understand?


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  • WITH Clear Targets We CAN Do 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.

  • Select instructional activities that actually help students achieve the target.


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Remember This…

  • Learning targets need to be clear to all students.

  • Not all learning targets are unclear and need to be converted into student friendly language.

  • Activities should be selected/planned AFTER the learning targets are established.


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The Big PictureCurriculum, Instruction, Assessment