Charting a Course of Action for Instruction & Learning

1. Charting a Course of Action for Instruction & Learning Ashland City School District Deconstructing & Mapping the New Standards Fall, 2012

2. Essential Questions • What are “Learning Targets”? • Do I know how to identify the “Concept/s & Learning Target/s” of the Common Core State Standards? • How do the Learning Targets connect to “Levels of Rigor” • What is Rigor? • How do I look for RIGOR during a classroom walkthrough? • What is “Cognitive Demand”?

3. Reflection..... • In our teacher training… • we likely first learned to lesson plan • then we wrote unit plans …but the complete picture may never had been painted.

4. Often times we missed the “Learning Target”...

5. Let’s have a system – because... • Hope is not a strategy –and • Random “piecing together” is not a tactic • Understanding standards requires a systematic approach....

10. Students who can identify what they are learning will significantly outscore those who cannot!Robert J. Marzano Reflection.....

11. Educators & Students must be able to answer…… • Where am I going? • Where am I now? • How can I close the gap? • How will I know I’m getting there? • How can I keep it going?

12. Spiraling and Scaffolding What is the difference between spiraling and scaffolding?

13. Scaffolding & Spiraling

14. Standard Deconstruction RL 9-10. 1. Citestrong and “thorough”textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

15. Section 2: Deconstruction/Unpacking the Standards Compare & Contrast • RL.8.1. Cite the textual evidence “that most strongly” supports an analysis of what the text says explicitly as well as inferences drawn from the text • RL 9-10. 1. Cite“strong and thorough”textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text , “including determining where the text leaves matters uncertain.”

16. Keys to Discovering the Learning Targets?

17. First, identify the “Learning/Achievement Targets” • Find in the standard what you want students to do.

19. Essential Question:Why are clear “Learning Targets” important for teachers? Teacher Discussion Groups Groups share

20. Improving Student Learning • 5 Research-based strategies that significantly improve student learning: • Clear learning targets • Questioning • Feedback • Peer assessment • Self-assessment

21. Learning Targets • Knowledge • Reasoning • Demonstration • Products

22. Target #1 - Knowledge Mastery of a subject content includes both knowingand understandingit.

23. Knowledge Examples • Identify metaphors and similes • Read and write quadratic equations • Describe the function of a cell membrane • Know the multiplication tables • Explain the effects of an acid or a base

24. Target #2 - Reasoning The ability to use knowledge and understanding to figure things out and to solve problems.

25. Reasoning Examples • Use statistical methods to describe, analyze, evaluate, and make decisions. • Make a prediction based on evidence. • Examine data/results and propose a meaningful interpretation. • Distinguish between historical fact and opinion.

26. Target #3 Demonstration The development of proficiency in doing something where the process is most important.

27. Demonstration Examples • Measure mass in metric and SI units • Use simple equipment and tools to gather data • Read aloud with fluency and expression • Participates in civic discussions with the aim of solving current problems • Dribbles to keep the ball away from an opponent

28. Target #4 - Products The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

29. Product Examples • Construct a bar graph • Develop a personal health-related fitness plan • Construct a physical model of an object • Write a term paper to support a thesis

30. Essential Question What is the difference between a STANDARD and a TARGET

31. An Example • STANDARD: An excellent golf swing • TARGETS: • Proper placement for feet (stance) • Proper grip while maintaining stance • Swing A, B, C (3-parts to swing) • ACTIVITIES: • Watch videos of great golfers and imitate their stance When should these be added and/or developed?

32. 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 demonstration of understanding is required, if any? • What product development capabilities must they acquire, if any?

33. Driving a Car with Skill Knowledge • Know the law • Read signs and understand what they mean Reasoning • Evaluate ‘am I safe’ and synthesize information • Take action if needed Demonstration • Steering, shifting, parallel parking, … Product • Integrate and follow with mastery all laws, signs, driving guidelines while driving

34. Are the Standards Clear? Deconstruction involves taking a standard and breaking it down into manageable learning targets—Knowledge, Reasoning, Demonstration, and/or Products—so that students and teachers can accurately identify what students should know and be able to do.

35. Why Deconstruct the Standards? • Although the New Standards have been written to be precise and clear, they are still open to multiple interpretations • Standards are not meant to be mastered in one learning opportunity • Educators and students require common and clear learning targets • The rigor of the curriculum is identified in the skills students are learning – NOT THE STANDARDS

36. Deconstructing the Standards – Step #1

37. Steps to Define Learning Targets • Identify the nouns and noun phrasesto identify key concepts (what kids need to know). • Locate verbs (what kids need to do with the concepts) to identify key target(s). • Place the targets into one or more LearningTargetCategories

38. Section 2: Steps 1, 2, and 3Deconstruction/Unpacking the Standards RL 9-10. 1. Cite strong and thorough textual evidence to supportanalysis of what the textsaysexplicitly as well as inferencesdrawn from the text.

39. Securely Held Content Step 4: Identify the Securely Held Content by: • Identifying if this a culminating standard? b. What part of the standard will be used in the assessment

40. Step 5:Clarify TermsVocabulary Clarify Terms that might be interpreted in multiple ways for interpretation or seem vague. What terms must students know?

41. Application Activity: Identify the Learning Targets in the following standard. • Underline the key concepts (nouns or noun phrases)Identifythe learning targets (verbs) RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot: provide an objective summary of the text

42. Without Clear Targets We Can’t Do Any of the Following… • Know if the assessment adequately assesses the standards • 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. • Progress monitor a student’s mastery of the learning target within each standard. • Create a standards-based report card.

43. Where do we go from here? Handbook Walkthrough Mapping Classroom Walkthroughs