F or C hildren AROUND THE WORLD Opening Session ASCD Virtual Conference 2012.
ASCD Webinar LearningTargets mossHOfiles.ascd.org/.../webinar-handout1-7-17-2012.pdf · 17-07-2012...
Transcript of ASCD Webinar LearningTargets mossHOfiles.ascd.org/.../webinar-handout1-7-17-2012.pdf · 17-07-2012...
LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 1
Learning Targets: Helping Students Aim for Understanding
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Presenter: Connie M. Moss
July 17, 2012
A GPS Informs Your Decision Making
Guidesyoueverymileandturn.
Useslanguageyouunderstandtogetyoutoexactlywhereyouneedtogo.
Knowsexactlywhereyouare.
Alertsyoutothechallengesaheadandprovidesstrategiestohelpyoudealwiththem.
Doesn’t“grade”yourdriving—it“recalculates”.1
Forges a Learning Partnership
Cannotdothedrivingforyou,butitmonitorsyourprogressandfeedsyouforward.
Onlyworkswhenyouareactuallydoingsomething—usingitsinsightsandinformaTontodrivemoreeffecTvelytowardyourdesTnaTon.
Youhavetocon,nuallyself‐assess—monitoryourdrivingagainstthecriteriaprovidedtomakesureyouareontherighttrack.
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 2
What Information Does it Need To Work Effectively?
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Characteristics of a Learning Target
Describesexactlywhatstudentswilllearnintoday’slesson.
Indevelopmentallyappropriatelanguagestudentscanunderstand.
Fromthepointofviewofstudentswhohaveyettomasterthecontent,skillorprocessthatmakesupthetarget.
Isconnectedtotheperformanceofunderstandingfortoday’slesson.
ContainsLOOKFORSstudentscanusetojudgehowclosetheyaretothetargetinlanguagethatdescribesmasteryofthetarget,ratherthaningradingorscoringlanguage(le\ers,points,numbers,percentageright,numbercorrect,etc.).
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Trip = Today’s Lesson
LearningtargetshaveanexpiraTondate—theyareonlygoodforonelesson.
Today’sLesson.
Then,wecreateanewlearningtargetforthenextday’slessonbasedontheevidencewegatherwithstudentstoimproveourteaching...
…andraisestudentachievement.
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 3
What do we mean by “Achievement”?
Teachersandstudentsshouldknowexactlywhatthat“something”isfortoday’slesson.
And,together,theyshouldgathercompellingevidenceduringtoday’slessontodetermineifstudentsachievedit.
Achievementmeansthatyouarelookingforevidenceof“something”.
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How Many Students Are Flying Blind?
InstrucTonalobjecTvesandcurriculumstandardshavethe“rightstuff”forframingalessonorseriesoflessonsfromtheteachers’‐eye‐view.
Theydoli\le,fromthestudents’‐eye‐view.
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A Learning Target
Describesexactlywhatstudentswilllearnorbeabletodobytheendoftoday’slesson.
Youcan’tgatherevidenceofstudentlearningunlessyouandyourstudentsare100%clearonexactlywhatyouaresupposedtolearnandachieve!
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 4
Misconception Alert
98%
score
+25
number
B+
grade
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Describing A “Lesson-Sized” Chunk of Learning
Todaywearelearningtoexamineaneverydayac6vity,likemakingcookies,tono6cehowourunplannedac6ons,whatwecall“chance”,canmakeithardertopredictexactlyhowthingswillturnout.
Asyoumakeyour10same‐sizedcookies,watcheachotherlikedetec6ves—reallyno6cewhathappensandrecordit.
Whenwegetbacktogetherwewillusethatinforma6onandyourchocolatechipbargraphstolearnmoreaboutwhyitissodifficulttopredicthowmanychocolatechipswillbeineachcookie. 10
Today’s Lesson Must Have A Reason To Live!
Whyareyouaskingyourstudentstolearn:
ThischunkofinformaTon?
Onthisday?
Inthisway?
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 5
Potential Learning Trajectory Whydoestoday’slessonexistbetween
yesterday’slessonandtomorrow’s?
Howdoesitbuildonwhatcamebefore?
Howdoesitpreparestudentsforwhatcomesnext?
Wherearestudentsconfused?
Whatshouldbere‐taught?
Wherearestudentsstrong?
Whathavetheymasteredthatwecanbuildontoincreasetheirunderstandingandskill?
Yesterday
Tomorrow
Today’s Lesson
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It Isn’t a Learning Target Unless Students Use it to Aim for Understanding
Today’slessonshouldmakethetargetvisible.
Helplearnersaimforunderstanding.
Placethebowandarrowintotheirhands.
Andrequirethemtofire!
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Ready, Aim, Fire
ItISN’Talearningtargetunlessstudentsareaimingforit—usingittoproduceworkandassessthequalityofthatworkagainstspecificcriteria—look‐fors.
Today’slessonneedsaperformanceofunderstanding.
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 6
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 7
A Strong Performance of Understanding
Embodiesthelearningtarget.
EngagesstudentswithessenTalcontent.
RequiresstudentstousespecificreasoningprocessestoincreasetheirunderstandingandstrengthenessenTalskills.
Preparesstudentsforthelearningchallengesintomorrow’slesson.
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11th Grade English
• LessononShakespeare’sJuliusCaesar.
• TargetsonBoard: ThestudentswillbeabletolearnwhoJuliusCaesarwasandhissignificancetohistory.
StudentswilllearnwhoWilliamShakespearewasandhissignificancetoliterature.
• Studentsareusingtheirbooktocompletea100ques,onstudyguide.
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 8
Sample Study Guide Questions Shakespeare1. Hewasbornhere________________andbapTzedin____________.2. Hisfather’snamewas_____________andhemadehislivingasa____________.3. IngrammarschoolShakespearelearned____________.4. HowmanyplaysdidShakespearewritebeforehereTred?_________
ThePlay:TheResultsofViolence1. FromwheredidShakespearedrawhismaterial?_____________2. 2,000yearsagoRomangeneralshadhuge________________________.3. PompeymarriedCaesar’s_________byhisfirst_________.4. For8yearsCaesarandhisarmiesroamedEuropeconquering_________and_____.5. CaesarmarchedonRome,tookcontrol,andchasedPompeyallthewayto_______.
ReadingSkillsandStrategies1. Archaicwordsarewordsthatwerarelyusetoday.Definethefollowing:
• Alarum• BeTmes• Hie• Prithee• Smatch
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A Strong Performance of Understanding
IsaperfectfitforthelearningtargetandtranslatesitintoacTonforthestudents.
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A Strong Performance of Understanding
MakesthelearningtargetcrystalcleartoEVERYONEintheclassroom!
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 9
The Performance of Understanding is NOT the learning target for today’s lesson
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Engaged in a Strong Performance of Understanding
Theteachershouldbeabletoconclude:
Ifmystudentscandothis,thenIwillhavestrongevidencethattheyhavereachedourlearningtargetfortoday’slesson.
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Engaged in a Strong Performance of Understanding
Studentsshouldbeabletoconclude:
IfIcandothis,thenIwillhavestrongevidencethatIhavereachedourlearningtargetfortoday’slesson.
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LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 10
Learning Targets are the “means” NOT the ends!
Theintended“ends”areassessmentcapablelearners.
Thesestudentsputonandusetheirthinkingcaps.
TheycanmonitorthequalityoftheirworkAStheyareworkingbycomparingittostudentlookfors(successcriteria).
UsethatinformaTontoself‐regulatetomeetthegoalstheysetforthemselvesduringtoday’slesson. 27
To Become Assessment Capable
Studentsneedtoknowwhatsuccesscriteriato“LOOKFOR”sotheycangaugethequalityoftheirworkandtakestepstoimproveit.
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Look Fors
HelpstudentsanswerquesTonsliketheseforthemselves:
HowcloseamItothelearningtarget?
AmIproducingqualitywork?
Aremylearningstrategieseffec6ve?
WhatshouldIkeepondoing?
WhatshouldIdodifferently?
Whatques6onsshouldIgetanswersto?
WhatshouldIdonext?29
LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
7/17/2012
ConnieM.Moss:[email protected] 11
Learning Targets
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AnswerfourquesTonsfromthestudent’seye‐view.
1. WhatwillIbeabletodoattheendoftoday’slesson?
2. WhatwillIhavetolearnandunderstandsothatIcanusethisinformaTontodoit?
3. HowwillIbeaskedtoshowthatIcandoit?
4. HowwellwillIhavetodoit?
WhatwillIbeabletodowhenIfinishtoday’slesson?
WhatisimportantformetolearnandunderstandsothatIcanuse
thisinforma,ontodoit?
HowwillIbeaskedtoshowthatIcando
this?(Performance
ofUnderstanding)
HowwellwillIhavetodoit?
(StudentLookFors)
Yesterday,welearnedabouttheques6onmark,whatitlookslikeandthatitcomesattheendofanaskingsentence.
Todaywearelearningtowriteanaskingsentencethathasaques6onmarkattheend.
Tobeabletodothiswemustlearnandunderstandthatsomeaskingsentencesbeginwitha“ques6on”wordlike:Who,what,where,when,whyorhow.
Youwillshowthatyoucandothisbyrewri6ngalistoftellingsentencesasaskingsentencesandendingeachonewithaques6onmark.
Youwillknowthatyouhavehitthelearningtargetwhenyouareabletosay: Icanuseoneoftheaskingwordstochangemytellingsentenceintoaques6on. Icanplaceaques6onmarkattheendofmyaskingsentence. Icananswermynewaskingsentencebyusingmy“telling”sentence.
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LearningTarget
PerformanceofUnderstandingStudentLookFors(SuccessCriteria)
Forma,veLearningCycle
LearningTargets:HelpingStudentsAimforUnderstandinginToday'sLessonASCD2012
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ConnieM.Moss:[email protected] 12
33Moss&Brookhart,2012,ASCD
Learning Targets
HowtoDesignLearningTargets
WaysToShareThemWithStudents
UsingThemtoFeedLearningForward
DevelopingAssessment‐CapableStudents
DifferenTaTngInstrucTon
FosteringHigher‐OrderThinking
GuidingSummaTveAssessmentandGrading
BuildingaSchoolCultureofEvidence‐BasedDecision‐Making.
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ConnieMossmaybereachedat:
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