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  1. Please sign-in Sit by content/ subject area AND Sign-in

  2. Planning for Active Learning The Learning Target Framework For Domain 1 November 5, 2013

  3. Synergistic effect Learning Target (Overview) Domain 1: Planning for Active Learning Criteria for Success Learning Targets POFU

  4. Three Learning Segments Overview • Learning Targets • Performance of Understanding • Criteria for Success Dig deeper and apply • Learning Targets • Performance of Understanding • Criteria for Success

  5. Ultimate goal • I do some… • You do a little more…

  6. Segment 1:learning target I can understand the three components of the learning target framework. I can show this by demonstrating the differences between a learning target, a performance of understanding and the criteria for success.

  7. Weighing in • Pair up with two other people at your table for this activity • One person in each triad take out your smartphone • Go to TEXT MESSAGE

  8. Learning Target WHAT IS IT? • What is the NEW LEARNING for the DAY? • It’s what I am teaching – the mini-lesson content HOW MIGHT IT BE WRITTEN? I can…

  9. Learning Target I can develop an understanding of how squares and cubes are related.

  10. Performance of understanding WHAT IS IT? • What is the PRODUCT? • What will the kids do, say, write, create, etc.? HOW MIGHT IT BE WRITTEN? I can show this by…

  11. Performance of understanding I can show and explain how the number of sides on a square and the number of faces on a cube are related.

  12. Criteria for success WHAT IS IT? • What makes a HIGH QUALITY product? • If your students did a perfect job on the POFU, what would that look like? • Think of language you might use on a rubric HOW MIGHT IT BE WRITTEN? I will know I am successful when I…

  13. Criteria for success  Show the correct number of sides for 5 squares.  Show the correct number of faces for 5 cubes.  Show/share an appropriate strategy.  Describe to a partner how the number of sides on a square is related to the number of faces on a cube.

  14. Turn and Talk Which are Targets? Which are Performances of Understanding ? Which are Criteria for Success? How do you know???

  15. POFU CS LT CS CS CS

  16. CS POFU CS LT LT – Learning Target CS - Criteria for Success POFU – Performance of Understanding

  17. Segment 1:learning target I can understand the three components of the learning target framework. I can show this by demonstrating the differences between a learning target, a performance of understanding and the criteria for success.

  18. 3-2-1 – Note card • 3main components of the Learning Target Framework • 2questions I still have about the components of the Learning Target Framework • 1phrase to describe my level of understanding of the components of the Learning Target Framework

  19. YOU DO…Create a learning target • In pairs, create a learning target – one that you might teach in the next few days. Use your curriculum if needed • RECORD it on the poster and hang it up in the room

  20. The Connectionto domain i Take out Domain 1 Think about Learning Targets only Highlight the indicators in the Proficient column that are accomplished just by having and using a Learning Target

  21. SEGMENT 2: Learning Targets Delving deeper into the Performance of Understanding NOVEMBER 5, 2013

  22. Learning Target • I can apply my understanding of the elements that comprise the POFU To do this, you will need to… • Create POFUs that are: • Aligned to a Learning Target • Aligned to the Rigor/Relevance Framework • Include opportunities for Differentiation

  23. Performance of Understanding The performance of understanding is what the students are: It demonstrates a: • Student’s understanding and skills; and • Provides compelling evidence of student’s understanding and skills(formative assessment) • Making • Saying • Doing • Writing

  24. Synonymous • Learning Task Performance of Understanding • Learning Activity

  25. Guiding Questions • What performance of understanding will help my students develop their thinking and applytheir new knowledge? • What will students need to do, make, say or writeto show that they understand the target, and how well will they have to do it?

  26. Consideration • How Rigorous and Relevantis the Performance of Understanding (what students are making, saying, doing or writing) that you have designed for students?

  27. Example Learning Target I can accurately regroup when solving two digit addition problems.

  28. Example: Performance of Understanding Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three coordinates on our Newington map that you’d like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip. As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

  29. Example: Performance of Understanding Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three coordinates on our Newington map that you’d like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip. As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

  30. -How about for Foundational Skills?-What Can We Do to Increase thinking, development and retention? • Moving beyond independent worksheet performance of understanding… • What can you do to increate thinking, development and retention of concepts/skills? (Table Talk) • Have students work in pairs to discuss their solution to problems (cards and/or dice). Record their work in their Math Journal. • Have students use a place value mat to show their understanding of solving the problem. Record their work in their Math Journal. • In a game-like format, small groups work in the following roles: • Banker– exchanges money • Worker– Uses place value mat to ensure accuracy of banker • Recorder– captures what worker is doing in writing as evidence of accurate bank accounting

  31. Where Does DI fit in? • Differentiation: An Overview • Focus on Understanding • Engagement • Assessment in Differentiation • Instruction and Differentiation

  32. POFU: The Gateway to Differentiation • Review the DI Chart (2 min) • Discuss w/partner where POFU fits • Where does the LT reside? • Where does CS reside? • What implications for planning does this have?

  33. CS POFU LT

  34. YOU DO!DEVELOPING THE POFU Using the posted learning targets: • Find a neighbor’s Learning Target within your content area • Create one POFU for that target using the information we just reviewed (R&R, DI) • Consider: • What performance of understanding will help my students develop their thinking and applying their new knowledge? • What will students need to do, make, say or writeto show that they understand the target, and how well will they have to do it? ***Go to at least one LTs and create one POFUs (10 minutes)

  35. 0 0 6 0 0 0 1 8 7 5 4 4 3 2 1 5 4 9 9 6 9 0 8 7 6 5 4 3 2 1 0 3 9 8 7 5 2 0 1 0 9 8 7 6 5 4 3 2 1 0 2 1 9 8 7 3 6 4 5 3 2 1 0 9 8 7 5 4 3 2 1 0 0 6 Time on Task Hours Minutes Seconds

  36. Learning Target • I can apply my understanding of the elements that comprise the POFU To do this, you will need to… • Create POFUs that are: • Aligned to a Learning Target • Aligned to the Rigor/Relevance Framework • Include opportunities for Differentiation

  37. Stop Light Assessment Method • Green Light: What we learned in this segment • Yellow Light: In this segment, I considered, a question, idea, consideration, or new perspective • Red Light: Did anything stop your learning: During this segment, ______ stopped my learning

  38. CONNECTING TO DOMAIN I Take out Domain 1 Think about POFU only Highlight the indicators in the Proficient column that are accomplished just through the POFU

  39. Segment 3: Criteria for Success I can apply my understanding of the essential elements that comprise the Criteria for Success To do this, I will need to… • Create CS’s that are: • Aligned to the LT and POFU • Clear • Measurable or Feedback rich • Relevant

  40. Criteria for Success The criteria for success is how well I need to do something; or, the expectations – what we are “looking for” to evaluate performance CS In A Nutshell: LT:I can apply the appropriate techniques to shoot a mid-range jump shot (mini-lesson to teach technique) POFU:From outside the three point line, students will dribble to the 14 ft. marker and pull up for a jump shot (application of learning) CS: • Jump straight up off the ground (approximately 1-2 feet) • Shoulder’s square to hoop • Hands wide on ball • Eyes looking 1 inch above end of basketball rim • Shooting arm between a 45◦ to 90◦ degree angle • Wrist and finger tips need to rotate toward rim as you follow-through the shot

  41. Criteria for Success The criteria for success is how well I need to do something; or, the expectations – what we are “looking for” to evaluate performance Another CS Exampe: LT:I can draw inferences from the text. (mini-lesson to teach inferences) POFU:I will read, identify, record and discuss the inferences I have found in chapter 6 with members of my reading group. (application of learning) CS: My inference… • Must be clearly articulated, both in writing and verbally, to the group • Must have at least three supporting pieces of textual evidence (use post-its in the book) • Must be accompanied by at least one question • Must be verified by a group member

  42. Must Haves for CS’s • clear (articulated explicitly at the beginning of each performance of understanding--though they may well evolve over the course of the performance, especially if it is new to the teacher as well as the students). • relevant(aligned to the learning target and meaningful to the student). • public (everyone in the classroom knows and understands them). *****CAN BE STUDENT or TEACHER CREATED

  43. Forms of Criteria for Success • What are the forms of Criteria for Success? • In your group, list all the different ways you can share CS (Chart Paper) • What did you come up with?

  44. Developing the Criteria for Success Using the posted LT’s and POFU’s: • Find a neighbor’s Learning Target and POFU within your content area – can be different than the learning target poster you already visited • Create two CS for that LT and POFU using the information we just reviewed • Consider: • Clear • Relevant • Public ***Go to at least one Poster and create two CSs (15 minutes)

  45. CONNECTING TO DOMAIN I Take out Domain 1 Think about CS only Highlight the indicators in the Proficient column that are accomplished just through the Criteria for Success

  46. Planning for Active Learning • Collaboratively or Independently, you can now plan for active learning using the framework we focused on today. • Formula for Planning for Active Learning using this framework: • Plan for a unit of instruction, or at least 10 – 15 days in advance • Use your curriculum to determine the essential learning outcomes by the end of this timeframe • Map each learning target backwards to achieve those outcomes • Design the POFUs to match each learning target • Identify the Criteria for Success for each POFU/LT • ESSENTIAL QUESTIONS: • How will I know if students are successful?How am I meeting the needs of all learners in the classroom?