Learning Targets: Helping Students Aim for Understanding In Today’s Lesson ASCD Webinar 17 July 2012 Connie M. Moss, Ed.D. Director, Center for Advancing the Study of Teaching and Learning (CASTL) Associate Professor, Duquesne University School of Education 406 Canevin Hall • Pittsburgh, PA 15282 • 412‐396‐4778 • [email protected]
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LearningTargets:HelpingStudentsAimforUnderstandingInToday’sLesson
ASCDWebinar17July2012
ConnieM.Moss,Ed.D.Director,CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
AssociateProfessor,DuquesneUniversitySchoolofEducation406CanevinHall•Pittsburgh,PA15282•412‐396‐4778•[email protected]
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
1
LearningTargets,StudentLook‐Fors,PerformanceofUnderstanding,FormativeLearningCycle
1. LearningTargets• Ifstudentsarenotusingit(aimingforunderstandingofimportantconceptsandbecomingmore
proficientintargetedskills)theyarenotengagedintheformativeassessmentprocess,andyourlearningintentionisNOTalearningtarget.
• Studentsmustknowwhatgoodworkmeansintoday’slesson:o Whattheyareexpectedtolearn.o Howwelltheyareexpectedtolearnit.o Whattheywillbeaskedtodotodemonstratetheirlearning.o Howwelltheywillhavetodoit.
2. StudentLookFors(SuccessCriteria)• Criteriathestudentscanusetojudgehowclosetheyhavecometothetargetinlanguagethat
describesmasteryofthetarget,ratherthaningradingorscoringlanguage(letters,points,numbers,percentageright,numbercorrect,etc.).
3. EveryLessonNeedsaPerformanceofUnderstanding:• Perfectfitforthelearningtargetandmakesitcrystalcleartoeveryone.• Deepensstudentsunderstandingofimportantcontent.• Opportunityforstudentstotryoutthelearningtargetandapplytheirstudentlook‐fors.• Helpsstudentsaimforunderstandingandassesswhattheyknowandwhattheyneedtolearnmore
about.• Producescompellingandundeniableevidenceofstudentlearningthroughwhatstudentsdo,say,
makeorwrite.• Studentsconclude:IfIcandothis,thenIwillknowthatIhavereachedmylearningtarget.• Teacherconcludes:Ifmystudentscandothis,thenIwillhavestrongevidencethatthey’vemastered
thelearningtarget.
4. AFormativeLearningCycleThatFeedsStudentsandLearningForward.• Intoday’slesson,studentsandteacherspartnerduringaformativelearningcyclethatmakes
learningvisibleandmaximizesopportunitiestofeedstudentsandtheirlearningforward.• Itprovidesa“goldensecondchance”thatencourages,expects,andteachesstudentstoimprove
theirworkaspartoftoday’slesson.• Withoutalearningtarget,studentlook‐fors,andaperformanceofunderstanding,feedbackisjust
advice—someonetellingyouwhattodo—andhasnoformativevalue.
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
2
TheRoleofLearningTargetsandSuccessCriteria“StudentLook‐Fors”1.FormativeassessmentistheMeansnottheEnds.Unlessstudentssee,recognizeandunderstandwhattheyarelearningandhowtheywillknowwhentheyreachmastery,theywillneverbecomeindependent,self‐directed,assessmentcapablelearners.Rememberthegoalhereistoproducecompetent,self‐regulated,andmotivatedlearnerswhocansetgoalsandassesstheirownprogress.2.Instructionalobjectivesaretoobroadandtooimpersonaltoguidelearning.Studentsneedteacherstodescribefortheminstudentfriendlyandageappropriateterms(languagetheycanunderstand)exactlywhatisimportanttolearn(notwhatisimportanttodoortoscore)inthelesson/activityathand.Thisdescriptionshouldbeframedfromthepointofviewofastudentwhohasyettomasterthecontent.3.Learningtargetsdescribewhatthestudentwillcometoknoworbeabletodoasaresultoftoday’slesson.Theydonotdescribewhattheywillscoreordo.Learningtargetsarenot“directionsforanactivity”.Theyareanexactdescriptionofwhatstudentswilllearn.Theyusuallybeginwithaphraselike:Todaywearelearning…4.Itisnotenoughforstudentstohearwhattheyaregoingtolearn,theymustunderstandhowteacherswillassessthequalityoftheirworkandhowtheycanassessthequalityoftheirownwork.Teachersshouldsharesuccesscriteria(studentlookfors)studentscanuseastheyarelearningandworkingthatanswerthequestion:HowwillIknowwhenIamproducingqualitywork?5.Thepurposeofsharinglearningtargetsandsuccesscriteria(studentlookfors)istoguidethelearningofthestudents,theactionsoftheteacher,andtheevidencethattheclassroomlearningteamwillcollecttosupportanassumptionthatlearninghasoccurred.Workthatstudentsdoshouldprovideteachersandstudentswithstrongevidenceoftheirstandinginrelationtomasteryofthelearningtargetfortoday’slesson.6.Thebestwaytosharealearningtargetistodesignactivitiesandassignments—performancesofunderstanding—thatprovidethestrongestevidenceofwhereeachstudentisinrelationtotoday’slearningtarget(Moss&Brookhart,2012).Whatarestudentsactuallydoingduringtoday’slessonto:deepentheirunderstandingofcontent(knowledgeandskills),assessthequalityoftheirworkastheyarelearning,provideevidenceofwhattheyknowandcandoandhowwelltheyknowitandcandoit.7.Toraisestudentachievement,youmustbeveryclearaboutwhatachievementactuallymeans!Achievementmeansthatyouarelookingforevidenceof“something”.TeachersandstudentsshouldknowEXACTLYwhatthat“something”isfortoday’slesson,andgathercompellingevidencetodetermineifstudentshave“achieved”thatexact“something”.RaisingstudentachievementduringTODAY’slessonandeverylessonmeansthatsostudentsachieveshortterms(lesson‐sized)goalsthatadduptolong‐termachievementgoals.Thekeytoraisingstudentachievementistohavealearningtargetfortoday’slesson!
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
3
BuildingaLearningTarget
CharacteristicsofaLearningTarget(Moss&Brookhart,2012)• Alearningtargetdescribesforthestudentsexactlywhattheyaregoingtolearnbytheendoftoday’s
lesson.• Itdescribeslearningindevelopmentallyappropriatelanguagethatthestudentcanunderstand.• Itisstatedfromthepointofviewofastudentwhohasyettomasterthecontent,skillorprocess
thatmakesupthetarget.• Thelearningtargetisconnectedtothespecificperformanceofunderstandingfortoday’slesson—
whatyouwillaskyourstudentstodo,make,say,orwritethatwilldeepentheirunderstanding,helpthemaimformasteryofthetarget,allowthemtoself‐assessthequalityoftheirlearning,andwillprovideyouandthestudentwithevidenceofwhatthestudent’slevelofunderstanding?
• Ahigh‐qualitylearningtargetcontainsstudentlook‐fors—criteriathestudentscanusetojudgehowclosetheyhavecometothetargetinlanguagethatdescribesmasteryofthetarget,ratherthaningradingorscoringlanguage(letters,points,numbers,percentageright,numbercorrect,etc.).
A4‐StepFrameworkforVerballySharingtheLearningTarget:Tosharethelearningtargetwithyourstudentsatthebeginningofalesson,askyourselfthefollowingthreequestionsfromthestudents’pointofview:
1. WhatwillIbeabletodowhenIfinishtoday’slesson?2. Whatidea,topic,subjectisimportantformetolearnandunderstandsoIcanusethisinformationto
doit?3. HowwillIbeaskedtoshowthatIcandothis?And,4. HowwellwillIhavetodoit?
Whatisthepurposeofsharingthetargetverbally?Yourmissionistohelpstudentsaimforunderstandingintoday’slesson.Itisthe“WHY”ofthelesson.Itanswersforstudentswhyyouareaskingthemtolearnthischunkofinformation,onthisday,sothattheycandeepentheirunderstanding,showwhattheyhavelearnedinthisway,anddescribeforthemexactlyhowwelltheywillbeexpectedtodemonstratetheirnewlearning.
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
4
ElementaryLevelExampleLessononQuestionMarksWhatwillIbeableto
dowhenIfinishtoday’slesson?
Whatidea,topic,subjectisimportantformetolearnandunderstandso
Icanusethisinformationtodoit?
HowwillIbeaskedtoshowthatIcandothis?
(PerformanceofUnderstanding?)
HowwellwillIhavetodoit?
(StudentLook‐Fors?)
Yesterday,welearnedaboutthequestionmark,whatitlookslikeandthatitcomesattheendofanaskingsentence.Todaywearelearningtowriteanaskingsentencethathasaquestionmarkattheend.
Tobeabletodothiswemustlearnandunderstandthatsomeaskingsentencesbeginwitha“question”wordlike:Who,what,where,when,whyorhow.
Youwillshowthatyoucandothisbyrewritingalistoftellingsentencesasaskingsentencesandendingeachonewithaquestionmark.
Youwillknowthatyouhavehitthelearningtargetwhenyouareabletosay:• Icanuseoneofthe
askingwordstochangemytellingsentenceintoaquestion.
• Icanplaceaquestionmarkattheendofmyaskingsentence.
• Icananswermynewaskingsentencebyusingmy“telling”sentence.
*Aftertellingthestudentsaboutthetarget,shareitinotherwayslikegivingstudentsexamplesandnon‐examplestoexamineandassessusingthestudentlook‐forsaspartoftheirguidedpractice.
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
5
MiddleLevelExampleLessonontheAssassinationofPresidentJohnF.KennedyWhatwillIbeableto
dowhenIfinishtoday’slesson?
Whatidea,topic,subjectisimportantfor
metolearnandunderstandsoIcanusethisinformationtodo
it?
HowwillIbeaskedtoshowthatIcandothis?
(PerformanceofUnderstanding?)
HowwellwillIhavetodoit?
(StudentLook‐Fors?)
Yesterday,welearnedhowtoperformanhistoricalinvestigationandpracticedthestepsthatweshouldusetofindoutwhathappenedandwhyithappened.Todaywearelearningtolookcloselyatanhistoricaleventthatpeopledisagreeabouttothisday—theydisagreeaboutwhathappenedandwhyithappened.
Tobeabletodothiswemustlearnandunderstandthatevenwhenanhistoricaleventisdocumentedinavarietyofways,peoplecanstillquestiontheeventandlookatitfromdifferingpointsofview.
Youwillshowthatyoucandothisintwophases.FirstyouwillworkinyourgroupstoexaminethehistoricaldocumentsIhavechosenforyouanddecidewhatweknowforsureandwhatwedonotknowforcertain.Theneachofyouwillwriteashort2‐paragraphstatementthatexplainsonedisagreementthatpeoplehaveaboutthisevent.
Youwillknowthatyouhavehitthelearningtargetwhenyouareabletosay:• Icanbrieflydescribe
aspecificdisagreementthatpeoplehaveabouttheassassinationofPresidentKennedy.
• Icandescribespecificpiecesofevidencethatexisttosupportthetwosidesofthedisagreement?
*Aftersharingverballytheteachercanshareinotherwayslikegivingstudentsachecklistoftheir“lookfors”sotheycanself‐assessastheyareproducingtheirshort2‐paragraphstatement.
✧ConnieM.Moss,Ed.D.,Director✧CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation•406CanevinHall•Pittsburgh,PA15282Ph:412‐396‐4778•email:[email protected]
6
HighSchoolExampleLessonontheCountriesofWesternEuropeWhatwillIbeabletodowhenIfinishtoday’s
lesson?
Whatidea,topic,subjectisimportantfor
metolearnandunderstandsoIcanusethisinformationtodo
it?
HowwillIbeaskedtoshowthatIcandothis?
(PerformanceofUnderstanding?)
HowwellwillIhavetodoit?
(StudentLook‐Fors?)
Yesterday,welearnedthatmigrationpatternsimpactedthepolitical,social,andeconomicdevelopmentofthecountriesinWesternEurope.TodaywearelearningtoevaluatetheimpactthatmigrationhadonSwitzerlandin2008.
Tobeabletodothiswewillstudywhathappenedduringthe2008electioninSwitzerlandandpayparticularattentiontothe“BlackSheep”postersusedtoprotestagainstforeignersmovingintoSwitzerlandfromothernations.
Afterourdiscussionyouwillbeaskedtooutlineawell‐supportedopinioninfavorof,oropposedto,Switzerland’sstrongstanceagainstimmigrantsfromothernations.
Youwillknowthatyouhavehitthelearningtargetwhenyouareabletosay:Icancreateanoutlinethat:• Beginswithan
introductionthatstatesmyposition,providessomebackgroundinformationandpresentsathesisstatement.
• Presentsmythreestrongestpoints,onebyone,supportingeachpointwithconcreteevidence.
Aftersharingthetargetverbally,teacherscanshareitinotherwayslike:
• providingstudentswithexamplesoftheoutlineforthemtocomparewiththelook‐forsaspartofguidedpractice,
• givingstudentsatemplateforcreatingtheoutline,• supplyingadescriptive,analyticalrubricstudentscanusetojudgethequalityoftheiroutline
astheyareproducingit.
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