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## Learning Targets

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**Learning Targets**Helping Students Aim for Understanding in Every Lesson! Part II**Learning Targets(Part 2)**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**This is what it looks like…**• Learning Target • Objectives • Learning Target • Standard • Objectives • Learning Target Let’s try one together…**Unwrapped with Key Skills and Concepts from the Standard**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**Identify and Order Objectives**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**Examples of: Model and solve an “adding to” problems**using manipulatives 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**Selected Objective(s)**• Model and solve an “adding to” problem using manipulatives [Blooms: applying, analyzing and creating]**List the Essential Learning Content(Knowledge and Skills For**Today’s Lesson) 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**Learning Trajectory**• 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**What is this lesson’s “reason to live?”**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**State the Learning Target**• 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.**Learning Targets**• 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?**What Instructional Activities could Students Engage In? -**Opportunity to differentiate!!! • 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.**What are some possible assessments? - Opportunity to**differentiate!!! • 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. • 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?**Possible Rubric or Checklist**• 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?**Take Aways**• 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.**Next Steps…**• 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