1. Secondary Social Studies Learning Targets Stan Masters Coordinator - Instructional Data Services Lenawee ISD

2. POP Purpose –Understand the importance of learning targets for students and teachers, using the Michigan social studies GLCE/HSCE Outcome –Practice unpacking the expectations to design good assessment and instruction Procedure –PowerPoint slides for presenting information –Templates for unpacking expectations –Copy of GLCE/HSCE to practice

3. So, do your students know what are the targets for their learning? http://www.yourememberthat.com/media/2145/Jerry_Seinfeld__History_Class/

4. Where does curriculum come from? National content organizations documents State standards documents Local curriculum is created –Organize into units –Determine essential questions and key concepts –Develop summative assessment tasks –Locate instructional resources –Construct a catalog of lessons Must be aligned with state accountability summative assessments

5. Michigan’s GLCE and HSCE Aligned with National Standards (p.6) Grade-specific and course-specific focus (p.7) Spiral down from HSCE First operation state test in Fall 2010

6. Backward Design Addresses All Three Parts of the Curriculum Triangle Content Assessment Instruction

7. From Outcomes to Targets…

8. Kinds of Learning Targets Knowledge – The facts and concepts we want students to know and understand. Reasoning – Students use what they know to reason and solve problems Skills – Students use their knowledge and reasoning to act skillfully Products – Students use their knowledge, reasoning, and skills to create something new. Dispositions – Students’ display attitudes about school and learning. Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75.

9. Helpful Hints to Targets Knowledge targets are identified in the noun/noun phrase found in the expectation Reasoning targets are identified in the verb/verb phrases found in the benchmark –analytical, compare/contrast, synthesis, classification, inference/deduction, evaluative Skill targets always have knowledge targets Product targets have to be discerned apart from the product tasks we ask students to create Disposition targets reflect attitudes or feelings Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.64, 70, and 75.

10. KNOWLEDGE/UNDERSTANDING REASONING SKILLS PRODUCTS DISPOSITIONS Organizeusingconcrete objects, pictures, tallies, tables, charts, diagrams, and graphs data

11. KNOWLEDGE/UNDERSTANDING REASONING SKILLS PRODUCTS DISPOSITIONS Organizeusingconcrete objects, pictures, tallies, tables, charts, diagrams, and graphs data (BUT I WANT THEM TO DEEPLY APPRECIATE THE USEFULNESSES OF BAR GRAPHS)

12. Sample Unpacking from Social Studies GLCEs/HSCEs Targets Integrated US 8-U6.1.1 USHG 6.11 Grade 6 6-W3.1.5 Grade 7 7-W3.1.10 WHG 4.1.1 Civics 3.3.2 Economics 2.1.4 Knowledge/ Understanding Reasoning Skills Products

13. Sample Unpacking from Social Studies GLCEs/HSCEs Targets Integrated US 8-U6.1.1 USHG 6.11 Grade 6 6-W3.1.5 Grade 7 7-W3.1.10 WHG 4.1.1 Civics 3.3.2 Economics 2.1.4 Knowledge/ Understanding territory population systems of transportation government policies on economic development economic change treatment of African Americans policies toward American Indians Factors of industrial power Gains from trade Organization “revolution” advantages of physical geography increase in labor economic policies and industrial leaders (AC and JDR) technological advances origin and development of Olmecs, Mayans, Aztecs, and Incas rise and fall of classical empires common forces of change consequences of the collapse of classical empires states’ reserved and concurrent powers money supply Inflation recessions Reasoning compare and contrast analyzemain events (judge) createexplain and discuss identify and define explain the relationships Skills constructillustrates Products timeline

14. Unpacking Your Outcomes 1.Choose a outcome (benchmark/expectation) that your students will learn and you will teach in an upcoming unit of instruction. 2.Write the outcome at the top of your target/method planning sheet. 3.Complete the left hand side of the chart. –Knowledge/understanding, reasoning, skills, products, and/or dispositions 4.Check your understanding of the targets with a teaching partner.

15. Unpacking for the Students Targets are clearer for the student when they are put into positive “I can” statements. They may be unpacked to include more concrete understandings. Using your previous unpacked learning outcome, create “I can” statements for your students. ICANICAN

16. POP Purpose –Understand the importance of learning targets for students and teachers, using the Michigan social studies GLCE/HSCE Outcome –Practice unpacking the expectations to design good assessment and instruction Procedure –PowerPoint slides for presenting information –Templates for unpacking expectations –Copy of GLCE/HSCE to practice

17. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-265-1606 (phone) 517-263-7079 (fax) stan.masters@lisd.us http://www.lisd.us/curriculum/