Science Break Out Session. February 2009 New Teacher Support PIMSER Lexington, KY. Characteristics of High Quality Teaching and Learning. Knowledge of Content Instructional Rigor and Student Engagement Instructional Relevance Learning Climate Informative Assessment and Reflection. Rigor
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New Teacher Support
Higher Level Thinking
Real World Connection
Challenging, yet obtainable
Inquiry based tasks
Meaningful and relevant to the student
Authentic (has value outside of school)
Designed to maximize enjoyment while mastering content (variety to choice)Criteria
How often do you ask students to think at those levels?
approaches, think about what is
needed for learning,
not just what is comfortable for
-Wiggins and McTighe,
Understanding by Design, pg. 242
Statements of what we want students to learn and be able to do.
“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.” -W. James Popham
Are the student learning targets stated and easy to find? students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”Are the student learning targets focused—are there too many?Are they clear?Are they appropriate?Do the stated learning targets reflect a bigger plan to cover all important learning targets over time?
What are the learning targets?
Are they clear?
Are they good?
What do you think?
An Example students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”
The single most common barrier to sound classroom assessment is the teachers’ lack of vision of appropriate achievement targets within the subjects they are supposed to teach.Rick Stiggins
Mastery of substantive subject content where mastery includes both knowing and understanding it.
The ability to use knowledge and understanding to figure things out and to solve problems.
The development of proficiency in doing something where the process is most important.
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.
Clear targets help us:
What is the difference between a
When should these be
added and/or developed?
“By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.”
--Assessment for Learning: Putting it into Practice
FIRST GRADE significantly outscore those who cannot.
Produce writing to communicate with different audiences for a variety of
Type: Knowledge Reasoning Skill Product
What are the knowledge, reasoning, skill, or product targets underpinning the standard?
Know what a
of word choice
Distinguish the uses or
meanings of a
variety of words
Hold a pencil correctly
Print letters correctly
according to DN methods
Use lines and margins
Stretch out sounds in words
to create a temporary
spelling of the word
Creating Targets for “Driving a Car with Skill” significantly outscore those who cannot.
Driving a Car with Skill significantly outscore those who cannot.