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Establishing Clear Targets: Grade Group follow-up Review key ideas from June 29 th session Use time to work in groups on a specific subject area to convert.

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Presentation on theme: "Establishing Clear Targets: Grade Group follow-up Review key ideas from June 29 th session Use time to work in groups on a specific subject area to convert."— Presentation transcript:

1 Establishing Clear Targets: Grade Group follow-up Review key ideas from June 29 th session Use time to work in groups on a specific subject area to convert learning targets into student friendly language. Look at what our next steps might be with this process, as a grade group.

2 Assessment for Learning Organizer What do we want students to learn? Where am I going? What do we do when they have or havent learned it? How do I close the gap? How will we know they learned it? Where am I now?

3 Todays Intended Outcome …to focus on the importance of student learning outcomes in learning.

4 Pre-Learning Questions Whats the benefit for spending valuable class time in writing out or verbalizing curricular outcomes? Whats the benefit for spending valuable class time in writing out or verbalizing curricular outcomes? Can students even understand the outcomes the way they are written? Can students even understand the outcomes the way they are written? What are the current levels of involvement with this group in using SLOs (specific learning outcomes)as part of teaching strategy? What are the current levels of involvement with this group in using SLOs (specific learning outcomes)as part of teaching strategy? When this is in place, what does it look like for teachers? Students? When this is in place, what does it look like for teachers? Students?

5 Without Clear Targets We Cant Do Any of the Following… Know if the assessment adequately covers and samples what we taught. Know if the assessment adequately covers and samples what we taught. Correctly identify what students know and dont know and their level of achievement. Correctly identify what students know and dont know and their level of achievement. Plan next steps in instruction. Plan next steps in instruction. Give detailed, descriptive feedback to students. Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to help them learn more. Have students self-assess or set goals likely to help them learn more. Select instructional activities that actually help students achieve the target. Select instructional activities that actually help students achieve the target.

6 Students can hit any target they can see that holds still for them Rick Stiggins, 2004 Rick Stiggins, 2004

7 …a possible reason for low achievement…may be that many students do not understand what they are supposed to learn. Frederiksen and White, 2002.

8 Clear Targets Impact on students: More focused (especially underachieving students). More focused (especially underachieving students). Demand learning target. Demand learning target. More likely to express learning needs – specifically. More likely to express learning needs – specifically. Develops a learning culture. Develops a learning culture. Quality of work improves. Quality of work improves. Behavior improves. Behavior improves. Persevere longer. Persevere longer. Greater ownership of learning as responsibility shifts from teacher to student. Greater ownership of learning as responsibility shifts from teacher to student. Automatically self-evaluative. Automatically self-evaluative. More enthusiastic about learning. More enthusiastic about learning. Impact on teachers: More focused. More focused. Sharpens teacher understanding of learning target. Sharpens teacher understanding of learning target. Expectations rise. Expectations rise. Focus on quality rather than getting everything done. Focus on quality rather than getting everything done. More critical of activities. More critical of activities. Reinforces relevant vocabulary. Reinforces relevant vocabulary. Assists in reflection of lesson and learning that occurred. Assists in reflection of lesson and learning that occurred. Strengthen connections with parents related to childs strengths and weaknesses. Strengthen connections with parents related to childs strengths and weaknesses.

9 The general effect of setting goals or objectives produces a gain of between 18% and 41%) [Marzano, Classroom Instruction that Works, p. 93]. Why is it important to focus on student learning outcomes? 34%

10 FACT: Many students focus on what they are doing as opposed to learning. for example: Ask a child what they learned today, and most will draw a blank. Ask a child what they did today in class and they will likely be able to tell you - "we did a math sheet", "we did a poster on our novel "," we played a game in social studies", etc. for example: Ask a child what they learned today, and most will draw a blank. Ask a child what they did today in class and they will likely be able to tell you - "we did a math sheet", "we did a poster on our novel "," we played a game in social studies", etc.

11 Something to keep in mind: Task or Target. The ability to distinguish between the task, the activity the students will engage in, the task, the activity the students will engage in,and the learning target, what they are to learn by engaging in the activity... the learning target, what they are to learn by engaging in the activity... is crucial to creating an accurate assessment.

12 Why does this matter? There is a body of research that indicates when students are clear about their learning goal, a goal that describes the intended learning, they perform significantly better than those who are given goals that focus on task completion. There is a body of research that indicates when students are clear about their learning goal, a goal that describes the intended learning, they perform significantly better than those who are given goals that focus on task completion. Making the intended learning clear, substitutes a learning goal mindset for their activity-oriented way of thinking. Making the intended learning clear, substitutes a learning goal mindset for their activity-oriented way of thinking. It focuses the attention to learning by helping them understand that the assignment is the means to the learning. It focuses the attention to learning by helping them understand that the assignment is the means to the learning.

13 Clear Targets - the teachers' role Know what kinds of targets are represented in curriculum Know what kinds of targets are represented in curriculum – Knowledge – Reasoning – Performance Skill – Product Master the targets ourselves Master the targets ourselves Know which targets our assessments measure Know which targets our assessments measure Make learning targets clear to students, too. Make learning targets clear to students, too.

14 Classifying Targets

15 Target Type Teacher's Role Target Type Teacher's Role Knowledge and Reasoning Skills Performance Skills and Product skills convert to student friendly language if needed Identify under-pining skills using a student friendly rubric or criteria checklist– (a performance or product may require knowledge, reasoning and skill targets also)

16 Making Outcomes Student Friendly Developing I Can Statements

17 Student Friendly Terms In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way that makes sense to her children. In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way that makes sense to her children. …the task has to match the learning intention for the children to have a chance of fulfilling it. …the task has to match the learning intention for the children to have a chance of fulfilling it. The learning intention needs to be the main focus of feedback. The learning intention needs to be the main focus of feedback. Shirley Clarke in Unlocking Formative Assessment

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19 Considerations… I can tie my shoes. I can tie my shoes. I can complete my work on time. I can complete my work on time.

20 Remember This… Learning targets need to be clear to all students. Learning targets need to be clear to all students. Not all learning targets are unclear and need to be converted into student friendly language. Not all learning targets are unclear and need to be converted into student friendly language. Activities should be selected/planned AFTER the learning targets are established. Activities should be selected/planned AFTER the learning targets are established.

21 A Mathematics Example Math Decimals Page 152 in the book Going on a decimal hunt Read decimals and put them in order Subject Topic Assignment Activity Learning Target

22 Converting Learning Targets to Student-friendly Language Steps: 1. Identify an important or difficult learning goal. 2. Identify word(s) needing clarification. 3. Define the word(s). 4. Rewrite the definition as an I can statement, in terms that your students will understand. 5. Try it out and refine as needed. 6. Have students try this process.

23 Considerations… Dont oversimplify!! Dont oversimplify!! IDENTIFY is not the same as ANALYZE! IDENTIFY is not the same as ANALYZE!

24 Grade 2 Math Foundational Objective: demonstrate a sense of spatial awareness and familiarity with two- and three-dimensional shapes and recognize relationships between geometry and the environment. Learner Outcome Addressed: design classifications and sort three- dimensional objects according to various characteristics design classifications and sort three- dimensional objects according to various characteristics Student I Can Statements: I can sort 3D objects into groups and explain why I put them into each group. OR I can sort 3D objects into groups and explain why I put them into each group. OR I can sort 3D objects into groups and create names for each group. I can sort 3D objects into groups and create names for each group.

25 Grade 8 Arts Education Foundational Objective: Develop an understanding of the elements of art and the principles of design and learn to apply this understanding to their expressions and responses to works of art. Learner Outcome Addressed: continue to extend their understanding of the elements of art through exploration and analysis continue to extend their understanding of the elements of art through exploration and analysis continue to apply their understanding of the elements of art when discussing, analysing, developing and reflecting on visual art works continue to apply their understanding of the elements of art when discussing, analysing, developing and reflecting on visual art works Student I Can Statements: I can analyze and discuss how an artist chose to manipulate line, colour, texture, shape and form for a particular purpose/effect. I can analyze and discuss how an artist chose to manipulate line, colour, texture, shape and form for a particular purpose/effect. I consider and choose the best way to manipulate line, colour, texture, shape and form when creating visual art works. I consider and choose the best way to manipulate line, colour, texture, shape and form when creating visual art works.

26 Grade 4 Science Foundational Objective: Explain some aspects of cell theory. Learner Outcome Addressed: Recognize the relationships between cells, tissues, and organs. Recognize the relationships between cells, tissues, and organs. Recognize the characteristics of cells, tissues, and organs. Recognize the characteristics of cells, tissues, and organs. Student I Can Statements: Your turn!!! Your turn!!!

27 Activity in your grade group Activity in your grade group Using the activity sheet Sharing Learning Targets as a guide, look at the outcomes (targets) for a topic you are or will be teaching this year. MECY LINK Using the activity sheet Sharing Learning Targets as a guide, look at the outcomes (targets) for a topic you are or will be teaching this year. MECY LINK Sharing Learning TargetsMECY LINKSharing Learning TargetsMECY LINK a. Identify the type of target b. Determine whether to share as is or to convert it to student friendly language c. Determine whether a student friendly rubric or checklist is needed d. Convert it to student friendly language if deemed necessary.

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29 Strategy 1: KEY POINTS Provide a Clear Statement of the Learning Target Convert complex or unfamiliar targets to student-friendly language Convert complex or unfamiliar targets to student-friendly language Post them or have students keep them Post them or have students keep them Connect learning targets to activities Connect learning targets to activities

30 Posting clear targets and regularly connecting student activities to the targets is the foundation for all other assessment practices. Investing time in this will have one of the biggest impacts on your students learning The following page is a sample of one way a teacher connects the target to the learning in an ongoing way.

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33 Do we want to save our work and have it added to our division assessment folder on our website (Click on the sample work done by some Alberta teachers) (Database "I can" statements)? Do we want to save our work and have it added to our division assessment folder on our website (Click on the sample work done by some Alberta teachers) (Database "I can" statements)?Database "I can" statementsDatabase "I can" statements What would you like to do in follow up to this session? What would you like to do in follow up to this session? How can the assessment committee assist? How can the assessment committee assist?. (. ( Reflections? Suggestions?

34 Works Cited Mulgrew, Anne and Rawe, Elisa. Conversations to Enhance Learning, Mulgrew, Anne and Rawe, Elisa. Conversations to Enhance Learning, Stiggins, Rick. Classroom Assessment for Student Learning, Stiggins, Rick. Classroom Assessment for Student Learning, Stiggins, Rick. Student Involved Classroom Assessment, Stiggins, Rick. Student Involved Classroom Assessment, 1997.


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