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Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning.
FIP Starts with Clear Learning Targets Clear learning targets help teachers: • Know what to teach and what activities to plan • Know what to assess • Create a system for tracking and reporting information • Accurately interpret and use assessment results • Know how to give effective feedback • Prepare students to take ownership of learning
“The key question in distinguishing the task or activity from the learning target is ‘What’s the intended learning?’” Classroom Assessment for Student Learning (2012) by Stiggins, Arter, Chappuis and Chappuis
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
What is the ultimate target type? • Knowledge • Reasoning • Skill • Product
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
• Trace the argument and specific claims in a text.
• Distinguish between supported and unsupported claims.
• Evaluate the argument and its specific claims in a text.
• None • None
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Standard: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Reading Informational Text Topic: Integration of Knowledge and Skills
Grade 5 Grade 6 Grade 7
Standard 8
Explain how an author uses reason and evidence to support particular point in a text, identifying which reason and evidence support which point(s).
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
• I can identify the reasons and evidence that support (back up) a claim.
Reasoning Targets • I can trace (or follow) an argument and
specific claims in a text. This means I can identify the claim that is made, the reasons given, and the evidence that supports the claim.
• I can tell the difference between claims that are supported and those that are not.
• I can evaluate, or judge, an argument and its claims. This means I can tell whether the reasons and evidence provided for a claim are logical and sufficient (enough) to support the claim.
Step 3: Organize Targets into a Logical Progression Important Considerations: • Laying the Base targets are not always found in the
previous grade or course. • Consider learning from earlier in the same year. • Consider learning leveraged from other subjects.
• Going Beyond targets are not always found in the next grade or course. • Consider expanding on content. • Consider text complexity of the learning resources used. • Consider raising the level of cognitive demand.
• Students need to be able to answer the question “Where am I Going?”
• Simply posting learning targets does not ensure student understanding.
• Students may need assistance understanding the difference between learning targets and the activity or demonstration used to make progress toward the target.
Current • Creating Clear Learning Targets in ELA • Creating Clear Learning Targets in Mathematics • Creating Clear Learning Targets in Social Studies • Creating Clear Learning Targets in Physical Education • FIP in Action: English Language Arts Grades 9-10 • FIP in Action: English Language Arts Grade 6 • FIP in Action: Social Studies Grade 7 • FIP in Action: Mathematics Grade 8 • FIP in Action: Teacher Teams (Math 3)