1. Learning Target Cycles Chris Coombes coombesc@mac.com

2. Agenda Overview Learning Target Cycle – an example Developing our own Cycle Share Next Steps

3. Curriculum Components Scope and Sequence Units Learning Target Cycles Individual Lessons Chris Coombes3 © Chris Coombes

4. Learning Target Cycle LEARNING TARGET Introductory Lesson (Explore) Conceptual Lesson/ (Develop understanding) Consolidation Lesson/s (Practice and Apply) Review Assess with Performance Task Chris Coombes4 © Chris Coombes

5. Learning Target A Learning Target is a short term developmental goal (benchmark) that encapsulate what students know and can do after a series of lessons. Focuses on grade level CCLS Incorporates pre-requisite knowledge and skills Emphasizes application of the mathematics Provides benchmarks through the unit Provides direction in the design of lessons in the cycle Facilitates transparency between teacher and student Provides the opportunity to administer a regular performance assessment Chris Coombes5

6. Lesson Components of a Learning Target Cycle 1.Introductory/Exploratory lesson (and follow up) provides students with the opportunity to collaboratively bring their intuition, and prior knowledge and skill to a problem aligned to the new learning target (and hence provide the teacher with starting points for their instruction) 2.A Conceptual lesson builds understanding of concepts associated with the Learning Target 3.A Consolidation lesson provides opportunities to practice and apply concepts and skills associated with the Learning Target 4.A Review lesson prepares students for a performance task assessment through collaborative work with peers Chris Coombes6

7. A Performance Task: Asks students to demonstrate their skills through open-ended and real-world tasks Is a goal-directed assessments where student work is judged using specific performance criteria Elicits student application of a wide range of skills and knowledge to solve a complex problem Drawn from New York City Department of Education, North Central Regional Educational Laboratory, Mondofacto Chris Coombes7

8. Steps in developing the Learning Target cycle 1. Devise a Learning Target using the CCLS. 2. Identify key understandings, concepts and facts, and skills associated with the learning target 3. Create/access and amend ideas for a performance task that will provide opportunities for students to show mastery of the learning target 4. Create an introductory task that gives students opportunities to use their intuition, and prior knowledge and skill associated with learning the leads up to the Learning Target 5. Create/access and amend conceptual lessons that focus on the key understandings, concepts and facts, and skills associated with the learning target 6. Develop consolidation lessons that enable students to practice skills, apply new learning, consolidate understandings 7. Devise generative questions you might ask to promote the learning in each lesson e.g. questions that might leads to, or produces new ideas and ways of thinking about a concept or process. Chris Coombes8

9. Learning Target Cycle Template LEARNING TARGET: Lesson Type/ObjectiveLesson descriptionGenerative questions Introductory Lesson Review lesson Performance Task: Chris Coombes9 A mix of Conceptual and Consolidation Lessons

10. Possible Steps in Developing Proportional Thinking ‘Part of a part’ and ‘part of a whole’ ratios ‘Additive’ vs. ‘Multiplicative’ Equivalent ratios in geometric and numerical contexts Comparing ratios Building and using ratio tables Representing ratios as ordered pairs on graphs Ratio as scale Unit rate Using the cross product to compare proportions

11. Ratio and Proportion Cycle 1 Use understandings of equivalence and similarity to describe and compare ratio relationships and represent in a range of ways Recognize ‘Part to Whole’, and ‘Part to Part’ ratios Recognize when is a situation proportional by comparing additively and multiplicatively Develop proportional thinking through selecting equivalent ratios in a numerical context Develop proportional thinking through selecting equivalent ratios in a geometric context Develop proportional thinking through comparing ratios Develop proportional thinking through building and using ratio tables Represent ratios from ratio tables as ordered pairs on a graph Performance Task

12. Ratio and Proportion Cycle 2 Be able to use understandings of ratio relationships to solve problems involving unit rate Explore enlargement, performing the task on grid chart paper using intuition and prior knowledge Identify ratios in scale drawing Create a scale model and represent data on a table and a graph Use equivalence of equal ratios to develop the concept of rate, represent rate on a table or graph and from these representations identify unit rate Use tables and graphs to represent ratios to find unit rate Use unit rate to compare two ratios Use unit rate in the context of simple numerical ratio relationships Use unit rate in the context of realistic ratio relationships Performance Task

13. Representations of Proportion Equivalent Ratios e.g. 2/3 = 4/6 Scale e.g. 3 : 2 Ratio Table e.g. 2 3 3 6 Unit Rate e.g. 1: 1.5 Coordinate Pairs e.g. (2, 3), (3, 6) Cross Product e.g. x/3 = 3/6

14. Important Questions draw attention to: Use of multiple strategies Finding relationships Using prior knowledge (e.g. fractions) Similarities and differences between strategies Building links to future learning (e.g. linear relationships and slope) Recognizing a concept in different representations Using one strategy to justify another

15. YOUR JOB Identify a learning target from a unit you have taught and wish to revise, or one you will be teaching in the future Brainstorm the mathematics students will demonstrate in meeting the target Access, revise or create a draft assessment task to assess the target Develop a cycle of learning intentions that will prepare the students for the task Use available resources to identify appropriate activities for each intention Develop questions to focus the learning on the intention.

16. Next Steps What is out NIS work over the next two months Steps to take to prepare for July/August 2012