Learning Targets - PowerPoint PPT Presentation

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.
• 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