Newington high school. Continuous Improvement Planning. Your Thoughts. What is differentiated Instruction ? What is a learning target ?. Your Thoughts. Why learn about Differentiation and Learning Targets?. Why Differentiate?. The Theoretical Argument : - PowerPoint PPT Presentation
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Transcript
NEWINGTON HIGH SCHOOL
Continuous Improvement
Planning
Your Thoughts
bullWhat is differentiated Instruction
bullWhat is a learning target
bull Why learn about Differentiation and Learning Targets
Your Thoughts
The Theoretical ArgumentWe must acknowledge differences in motivation aptitude prior learning
and background experience that lead to differences in learning needs
(Hattie 2009)
Why Differentiate
The Humanitarian ArgumentWe should treat students as
individuals recognizing who they are and helping them do their best
(Dewey 1900 Neill 1960)
Why Differentiate
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Your Thoughts
bullWhat is differentiated Instruction
bullWhat is a learning target
bull Why learn about Differentiation and Learning Targets
Your Thoughts
The Theoretical ArgumentWe must acknowledge differences in motivation aptitude prior learning
and background experience that lead to differences in learning needs
(Hattie 2009)
Why Differentiate
The Humanitarian ArgumentWe should treat students as
individuals recognizing who they are and helping them do their best
(Dewey 1900 Neill 1960)
Why Differentiate
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull Why learn about Differentiation and Learning Targets
Your Thoughts
The Theoretical ArgumentWe must acknowledge differences in motivation aptitude prior learning
and background experience that lead to differences in learning needs
(Hattie 2009)
Why Differentiate
The Humanitarian ArgumentWe should treat students as
individuals recognizing who they are and helping them do their best
(Dewey 1900 Neill 1960)
Why Differentiate
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
The Theoretical ArgumentWe must acknowledge differences in motivation aptitude prior learning
and background experience that lead to differences in learning needs
(Hattie 2009)
Why Differentiate
The Humanitarian ArgumentWe should treat students as
individuals recognizing who they are and helping them do their best
(Dewey 1900 Neill 1960)
Why Differentiate
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
The Humanitarian ArgumentWe should treat students as
individuals recognizing who they are and helping them do their best
(Dewey 1900 Neill 1960)
Why Differentiate
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Why Differentiate
The Practical ArgumentWe can either deal with individual
differences in instruction or live with individual differences in
learning outcomes
(Bloom 1984 Guskey 2007 Katz 2009)
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Differentiation is neither revolutionary nor something extra It is simply teaching mindfully and with the intent to support the success of each human being for whom we accept professional responsibility
Why Differentiation
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Research-based Instructional
Strategies
Why Learn About Learning Targets
Learning Targets
provide meaning and
relevance to each lesson
Learning Targets
provide focus for both
the teacher and
student throughout
each lesson
Learning Targets
provide evidence of
student performance
for each lesson
When used effectivelyhellip
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Tennis Ball Activity
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Goal and Rules
GOALThe Goal of this activity is to get the tennis ball to pass through every group members hand in as short of a time period as possibleRULESbull Must pass through every group members hand bull Must have one person in group designated as time timer
amp recorder of timebull Three tries to get best time
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
I can summarize all fundamental aspects of Differentiation and Brain-based learning
I can collaboratively develop and present my findings on Differentiation Brain-based Learning and Learning Targets
For Understanding
I can summarize all fundamental aspects of Learning Targets
I can transfer previous learning on effective planning instruction and assessment to new learning
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull What are Learning Targets
bull Why are Learning Targets essential for optimal learning to occur
Essential Questions
bull What is Differentiationbull How does Brain-based
Learning support Differentiation
bull Why are these instructional elements essential for optimal learning to occur
Learning Targets Differentiation and Brain-Based Learning
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull In your group learn about Differentiation and Brain-based learning then Learning Targets
bull There are multiple resources and methods for learning in your packet (literature various multi-mediahellip)
bull You will need to divide up the responsibilities meaning ndash Who will engage in what learningndash Will you do it individually in pairs small groups
bull After approximately 50 minutes you will need to regroup synthesize the information and present your findings to a partner group
bull You havendash 50 minutes to Learnndash 25 minutes to Plan (synthesize and develop)ndash 15 minutes to Present
What are we going to do this morning
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Performance of UnderstandingWhat Do I Need to Understand
I will know I can do this byhellipClearly explain the purpose of
learning targets including the following components1) Learning Target Trajectory2) Essential Content for Lesson3) Reasoning Process Essential for
Lesson4) Performance of Understanding5) Stating the Learning Target
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Learning Targets
I will know I can do this byhellipClearly explain the purpose of
Differentiation including the following components1) The 5 Key Principles2) Brain Research 3) Mindset and Learning Environment4) Curriculum and DI5) Assessment and DI
Collaboratively develop and Present group findings to another group
Reframe any personal and group misconceptions about Differentiation and Brain-research
Differentiation and Brain-Based Learning Learning Targets
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Develop Common Group Understanding amp Presentation
Your Learning ndash 50 min
Synthesis of Group Learning and Presentation planning ndash 35 min
Present15 min
Success Criteria(Visual)
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
A FEW EXPECTATIONS FOR OUR WORK TOGETHER
bull Ask questionsbull Engage fullybull Integrate new informationbull Open your mind to diverse viewsbull Utilize what you learn
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Action Research Task Timeframe
In your grouphellip-Review learning criteria and-Divide learning responsibilities
845 ndash 935 (about 50 minutes)
1030 ndash 1120Engage in learning
Check for learning using the Success Criteria Rubric (Are you on track to achieve todayrsquos learning target)Re-Engage in learning
Reassemble as group to-Synthesize Info amp Develop presentation
935 ndash 1000 (about 25 minutes) 1120 ndash 1145
Present to another groupDiff amp the Brain
1015 ndash 1030 (Presentations) 1145 ndash 1215
Same Process for Learning Targets
Process for LearningSchedule Reviewhellip
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Lunch
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Part I ndash What Wersquove AccomplishedOur Purpose Today
Differentiation and Brain-based instruction ndash What and Why Deepening UnderstandingsLearning Targets ndash What and Why - Building
the Foundation
Part II ndash Where we are goingProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Learning Targets(Session 2)
I can collaboratively develop comprehensive Learning Targets for each objective in a unit of study For
Understanding
I can collaboratively plan to differentiate at least one component of a segment of learning
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Performance of Understanding
I will know I can do this whenhellip I can break apart an objective into ldquochunkablerdquo lessons ndash sequencing learning I can take each dayrsquos learning ldquochunkrdquo and create a clear specific and descriptive
target statement and use it to plan my lesson I can describe exactly what my students will come to know (the essential content)
or be able to do (the essential skills) and how they will be required to think about that content (essential reasoning process) as a result of todayrsquos lesson
I can describe exactly why I am asking my students to learn this chunk of information on this day and in this way
I can describe exactly what I will ldquolook forrdquo to support my claim that my students have mastered the learning target for todayrsquos lesson
I can require that what my students actually do say write or make during todayrsquos lesson will produce compelling evidence of what they understand andor are able to do in relation to the learning target
I can make the learning target relevant to students
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
bull How do I integrate differentiated instruction and brain-research into my lesson design
Essential Questions
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
A Guided TourHow do I design the right learning target for each dayrsquos lesson and use it along with my
students to aim for and assess understanding
Start with the curriculum Standard(s) or Goal(s)Identify key Skills and Concepts students must
know and be able to doDevelop ObjectivesOrder the Objectives Determine how long it will take to teach each
objective Develop Learning Targets for each dayrsquos lesson
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Start with the Standard or Curriculum Goal
Curriculum GoalDiscuss Abraham Lincolnrsquos presidency and his significant writings and speeches and their relationship to the Declaration of Independence such as his ldquoHouse Dividedrdquo speech (1858) Gettysburg Address (1863) Emancipation Proclamation (1863) and inaugural address (1861 and 1865)
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Essential Learning
bull Essential knowledge My students must learn thathellipndash There are relationships between writings and
speeches that have influenced the world past and present
bull Essential skills My students must be able tohellipndash Understand and discuss main ideas from each
document and speechndash Make connections among speeches and documentsndash Demonstrate the impact each has had past and
present
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Identify ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Order ObjectivesExplain the literal meaning of the text of the Gettysburg Address [comprehension level]
Explain the literal meaning of the ldquoHouse Dividedrdquo speech [comprehension level]
Explain the literal meaning of the text of the Emancipation Proclamation [comprehension level]
Explain the literal meaning of the text of the inaugural address (1861 and 1865 [comprehension level]
Explain the literal meaning of the text of the Declaration of Independence [comprehension level]
Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Selected Objective(s)
bull Explain the literal meaning of the text of the Gettysburg Address [comprehension level]
bull Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 1 Define the Essential Content (concepts and skills) for the Lesson
OBJECTIVE(S)a Explain the literal
meaning of the text of the Gettysburg Address [comprehension level]
b Make connections among ideas in the Gettysburg Address and other historical andor contemporary ideas (eg in the Declaration of Independence or other documents andor in current events) [Higher Order Thinking]
bull My students must learn how to extract information from the text specifically ndash Main ideas amp ndash Supporting Details
bull My students must learn to explain their findings and support it with evidence from the text
bull My students must learn to connect major ideas from multiple sources
bull My students must learn to demonstrate the impact a written document or speech has on others
bull My students must be able to work collaboratively to formulate major ideas and explain connections
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 2 Define the reasoning process essential for the lesson (think of Bloomrsquos Taxonomy)
Learning Considerationsbull What experiences have my
students had practicing analyzing documents and speeches to extract the main idea and details
bull How can I connect this concept to something relevant and meaningful to them
bull Can my students connect information and demonstrate their understanding in multiple ways
bull How will I ensure my students understand the historic and current impact of these documents and speeches
Elements of the Lessonbull My students must learn
to analyze a sequence of speeches and writings to understand the connections between those documents or speeches and how that impacts others
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 3 Design a Strong Performance of Understanding that will provide evidence of student learning
Learning Considerationsbull My students need to be able to
put information into their own words
bull My students will need to demonstrate the impact a written document or speech has on others both past and current
bull My students can generate ideas and design a product that represents those ideas
Elements of the Lessonbull My students must engage in
a performance of understanding thatndash Demonstrates their
understanding of textndash Connects main ideas from the
Gettysburg Address to the Declaration of Independence and other sources
ndash expresses the relevance of main ideas through both past and current perspectives
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 4 State the Learning Target
bull My learning target today is to understand what the Gettysburg Address meant in 1863 and what it means today I will know I have hit the target whenI can put the speech into my own wordsI can explain how the Gettysburg Address echoes
some ideas from the Declaration of Independence and other Historical documents
I can explain why the Gettysburg Address still affects people today
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What Instructional Activities could Students Engage In - Opportunity to differentiate
1 Group unpacking of text Sentence by sentence students in pairs or small groups put the text into their own words They either look up or figure out the meaning of unfamiliar vocabulary [Oral or written activity obj a]
2 Give students the text of the Declaration of Independence Ask them to identify as many points as they can in the Gettysburg Address that refer to something in the Declaration of Independence and show and explain the connections Possible adaptation ask students with below-grade reading skills to concentrate on the first sentence in the Gettysburg Address and the preamble to the Declaration [Written project obj a b]
3 Pretend you are making a bulletin board for a class that is studying the Gettysburg Address In the style of a graphic novel draw panels that illustrate the speech Be prepared to explain your drawings [Representational project and oral presentation obj a Note This project is even better if students create a real bulletin board]
4 What effect does the message of the Gettysburg Address have on you reading it today Can you find any quotes from more recent presidents expressing similar ideas about soldiers who gave their lives in wars What do you think are the effects of these comments on family members of the soldiers and on US citizens in general [Written project or oral presentation obj a b]
5 Lincolns phrase government of the people by the people for the people became a very famous expression about democracy (1) Using the Internet and the selected literature find out what sources historians think influenced him to use that phrase Describe these sources and how they relate to Lincoln and his speech (2) Although this phrase is not in the Declaration of Independence show how the phrase also echoes some of the ideas in the Declaration (3) Given what you know about Lincolns political views why do you think he decided to end his speech with this powerful rhetorical device [Extended written project or paper obj a b]
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What are some possible assessments - Opportunity to differentiate
bull Conduct in-class oral questioning preparing questions ahead of time
bull Build performance assessment opportunities into instructional activities 2 3 4 or 5 (above) ndash Use criteria to construct rubrics for giving feedback during
workndash Use the same rubrics to score or grade the final product
bull Use selected- or constructed-response questionsbull Exit slip ndash How does the Gettysburg Address impact
me today
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Your Turn
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Reflecting on Todaybull What did you feel were the strengths
and weaknesses of your learning today
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Reflecting on TodayBullrsquos-eye I can do this well all the time
Close I know what I am doing just need practice
Getting better Irsquom starting to understand what to do
Just beginning Irsquom not sure how to do this yet
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Take Aways
bull Learning Targets are a research-based effective instructional strategy proven to improve student performance
bull Differentiated instruction is necessary to reach the needs of all learners
bull When used effectively together learning results in great student achievement gains
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
END
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My findings
My findings My findings My findings
I am wonderinghellip
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
SESSION AT A GLANCE
PART IIProcess and Application ndash Creating
Learning Targets using Curriculum Objectives the 4 Step Process Brain- based and differentiated instruction
Next steps ndash Continuous Application and expectations
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Break
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Our School-wide ObjectivesObjective 1
Increase student access to rigorous learning opportunities
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Earning the Grade
Work Performed
Amount Learned=
TRUE OR FALSE
FALSE
An Issue of Fairness
IF the grade is what students EARNTHEN the ldquoWorkrdquo students do
has to be the same
IF the grade is an indicator of what studentsrsquo LEARN
THEN the ldquoWorkrdquo is merely a means to an end and can therefore be different
Strategic Focus Areas
School-wide Rubrics Course Leveling SRBI
Master Schedule
Student Advisory PBSM
LibraryMedia Center
Academies
Leveling
Master Schedule
PBSM
SRBI
IMPLEMENTATION TIMELINESept Oct Nov Dec Jan Feb Mar Apr May
School-wide Rubrics
What will we need to KNOW
What DATA will we need to Collect
What ACTIONS will we need to Take
What PROFESSIONAL LEARNING will be Necessary
OUR WORK
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
An Issue of Fairness
IF the grade is what students EARNTHEN the ldquoWorkrdquo students do
has to be the same
IF the grade is an indicator of what studentsrsquo LEARN
THEN the ldquoWorkrdquo is merely a means to an end and can therefore be different
Strategic Focus Areas
School-wide Rubrics Course Leveling SRBI
Master Schedule
Student Advisory PBSM
LibraryMedia Center
Academies
Leveling
Master Schedule
PBSM
SRBI
IMPLEMENTATION TIMELINESept Oct Nov Dec Jan Feb Mar Apr May
School-wide Rubrics
What will we need to KNOW
What DATA will we need to Collect
What ACTIONS will we need to Take
What PROFESSIONAL LEARNING will be Necessary
OUR WORK
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Strategic Focus Areas
School-wide Rubrics Course Leveling SRBI
Master Schedule
Student Advisory PBSM
LibraryMedia Center
Academies
Leveling
Master Schedule
PBSM
SRBI
IMPLEMENTATION TIMELINESept Oct Nov Dec Jan Feb Mar Apr May
School-wide Rubrics
What will we need to KNOW
What DATA will we need to Collect
What ACTIONS will we need to Take
What PROFESSIONAL LEARNING will be Necessary
OUR WORK
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Leveling
Master Schedule
PBSM
SRBI
IMPLEMENTATION TIMELINESept Oct Nov Dec Jan Feb Mar Apr May
School-wide Rubrics
What will we need to KNOW
What DATA will we need to Collect
What ACTIONS will we need to Take
What PROFESSIONAL LEARNING will be Necessary
OUR WORK
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What will we need to KNOW
What DATA will we need to Collect
What ACTIONS will we need to Take
What PROFESSIONAL LEARNING will be Necessary
OUR WORK
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
PART ILearning Targets ndash What and Why -
Building the Foundation
Next steps ndash Continuous Application and expectations
SESSION AT A GLANCE
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Hold those thoughtshellip
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
>
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
>
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Who controlled the outcomesbull The teacherhellip
What do we usually base the activity directions onbull Our mindsethellip
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What do you think of this quote
bull I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to developndash Steven Levy Starting From Scratch One Classroom Builds Its Own Curriculum
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Differentiation
bull Modifying the
ndash Product ndash or learnerrsquos Performance of Understanding
ndashModalities (Auditory Visual Kinesthetic) used during a lesson activity
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Differentiation in a Nutshell
bull Effective differentiation does not call on a teacher to be all things at all times of the day Rather it calls on teachers to be consistently mindful of three things 1 how their content is structured for meaning and
authenticity2 who their students are as individuals and3 which elements in their classroom give them
degrees of freedom in connecting content and learners
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
bull Differentiation Central httpdifferentiationcentralcomvideoshtml
bull National Center on Accessible Instructional Materials httpaimcastorglearnhistoryarchivebackgroundpapersdifferentiated_instruction_udl
bull
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Todayrsquos Learning Targets
I can explain the components of evidence-based instruction and learning targets
I can create learning targets using My curriculum objectives The four step process
I will understand how our school goals and instructional practices align to improve student achievement
I can create lessons designed to support research-basedbrain-based learning
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
SESSION AT A GLANCE
The Big PictureTeaching by Design (evidence-based learning)
Learning Targets ndash What and Why - Building the FoundationProcess and Application ndash Creating
Learning Targets using Curriculum Objectives and the 4 Step Process
Next steps ndash Continuous Application and expectations
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Research and Brain-Based Learning
How the Brain Learns
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Learning Targets
Helping Students Aim for Understanding in Every Lesson
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Todayrsquos Learning Targets
I can explain the importance of learning targets
I can create learning targets using My curriculum objectives The four step process
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Performance of Understanding
We will know we can do this byhellipBreaking apart an objective into ldquochunkablerdquo lessons
ndash sequencing learningTaking each dayrsquos learning ldquochunkrdquo and creating an
appropriate learning targetCreating an appropriate performance understanding
for each dayrsquos learning targetDescribing the student ldquoLook-forsrdquo during each
lesson so students know how they are progressing toward the learning target
To make the learning target relevant to students
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Curriculum Objective
Learning Target 1I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 2I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
Learning Target 3I canhellip
Performance UnderstandingI will show this byhellip
Look-forsI will look forhellip
RelevanceIt is important bchellip
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull What are learning targets
bull How do I design the right learning target for each dayrsquos lessonand use it along with my students to aim for and assess understanding
Essential Questions
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Learning Targets Familiarity Pollbull Use your personal device or technology at your table to rate
your response to each question with 1 being the lowest and 5 the highest
bull Poll Everywhere httpwwwpolleverywherecomsurveyF9S_TZI47 ndash I create and convey learning targets for every lesson I teachndash I can explain the difference between a learning target and a
learning objectivendash I use the four step process to create learning targetsndash My contentgrade level colleagues actively share andor create a
learning targets trajectory prior to engaging in a new unit of study
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Results
bull Take a few minutes to think about the results
bull Share with elbow partner which question you are interested in learning more about
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
What are learning targetsRead Chapter 1 Learning Targets A Theory of ActionNote taking during and after reading (bulleted)
What is the purpose of learning Targets
What are the critical components of effective learning targets
What are the effects of using learning targets
Other important information I learned
My thoughts
My thoughts My thoughts My thoughts
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
Someone elsersquos thoughts (if different)hellip
I am wonderinghellip What someone else is wonderinghellip
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 1 Identify possible objectives to achieve this indicator
2217 Determine when an estimate is sufficient or when an exact answer is needed
1 The student will use the six-step process to solve word problems
2 The student will estimate solutions to word problems by rounding fractions to the nearest whole number
3 The student will estimate solutions to word problems by rounding mixed numbers to the nearest whole number
4 The student will determine if a solution is reasonable
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull How to Catch a Monkey in the Wild A Cautionary Talebull There are probably many ways to catch a monkey in the wild One of the most effective is insidious in its simplicitybull The hunter gets a coconut and bores a small cone-shaped hole in its shell just large enough to allow a monkey to squeeze its paw inside The hunter drains the coconut
ties it down puts a piece of orange inside and waits Any monkey that comes by will smell the orange put its paw inside the coconut to grab the juicy treat and become trapped in the process Capturing the monkey doesnt depend on the hunters prowess agility or skill Rather it depends on the monkeys tenacious hold on the orange a stubborn grip that renders it blind to a simple lifesaving option opening its paw
bull Make no mistake the hunter doesnt trap the monkey The monkeys abiding tendency to stick firmly to its decision ignore evidence to the contrary and never question its actions is the trap that holds it captive
bull The Beliefs That We Hold and the Beliefs That Hold Usbull The beliefs that we hold also hold us Our beliefs are the best predictors of our actions in any situation (Schreiber amp Moss 2002) And like the monkeys death grip on the
orange our beliefs are deeply rooted often invisible and highly resistant to change Thats why so many tried-but-not-true methods remain alive and well in our classrooms despite clear evidence of their ineffectiveness Take round-robin reading for example This practice has been rightly characterized as one of the most ineffectual practices still used in classrooms You know the activity the first student in a row reads the first paragraph from a book the second student reads the second paragraph and so on Round-robin reading has long been declared a disaster in terms of listening and meaning-making (Sloan amp Latham 1981) and the reading comprehension it promotes pales in comparison to the effects of silent reading (Hoffman amp Rasinski 2003) So why do teachers still choose it for their students and why do the principals who observe it in classrooms continue to turn a blind eye
bull As our cautionary tale illustrates it is essential for us to recognize our tendency to hold on to unexamined beliefs and practices Each of us has our own mental map a theory of action that directs our behavior in any situation (Argyris amp Schoumln 1974) Whats tricky is that we actually operate under dual theories of action an espoused theory and a theory in use Our espoused theory is what we say we believe works in a given situation whereas our theory in use is what actually guides our day-to-day actions (Argyris amp Schoumln 1974) For instance if you ask a teacher what he believes makes assignments meaningful he might tell you that students should be engaged in authentic tasks Yet a visit to his classroom might reveal students copying vocabulary definitions from their textbooks If you want to uncover what someone truly believes about any situation look for what that person actually does in that situation
bull Learning involves detecting and eliminating errors (Argyris amp Schoumln 1978) When something isnt working our first reaction is to look for a new strategymdasha way to fix the problemmdashthat will allow us to hold on to our original beliefs and to ignore any research or suggestions that go against our beliefs Argyris and Schoumln (1974) call this belief-preserving line of reasoning single-loop learning
bull Deeper levels of learning happen when we uncover what is not working and use that information to call our beliefs into question When we question our beliefs and hold them up to critical scrutiny we engage in the belief-altering process of double-loop learning (Argyris amp Schoumln 1974) Double-loop learning is how vibrant organizations change and grow (Argyris amp Schoumln 1978 Schoumln 1983)
bull When Nobel laureate and astrophysicist Arno Penzias honored for his discovery of cosmic microwave background radiation was asked what accounted for his success he replied I went for the jugular question Change starts with the individual So the first thing I do each morning is ask myself Why do I strongly believe what I believe
bull The best way to eliminate the disparity between what we say and what we do and to invite the jugular questions is to forge a unified theory of action shared across a school or district that both explains and determines the actions that members take as individuals and as a community
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
ldquoIf we do things because our knowledge is limited
thatrsquos one thingrdquoldquoBut if we know something
and we donrsquot change our behavior as a result of that
knowledge that is malpracticerdquo
Dr David Sousa
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
INSTRUCTION
NEASampC Recommendations bull Provide all teachers with professional development in
strategic differentiation for all students in all classes bull Increase teachersrsquo use of instructional strategies that
emphasize inquiry problem-solving and higher order thinking skills for all students across all levels and in all disciplines
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
ASSESSMENT OF amp FOR STUDENT LEARNING
bull Ensure that prior to each unit of study teachers communicate to students the schoolrsquos applicable 21st century learning expectations and related unit-specific learning goals to be assessed
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
SCHOOL CULTURE amp LEADERSHIP
bull Increase communication between leadership team and teachers about the 21st century expectations and other district initiatives
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Tier 1 Instruction Core curriculums and instruction must be scientifically
research based‐ and comprehensive addressing competencies that research has shown to be important
to studentsrsquo achievement
Without Tier I practices that are effective for all students inappropriately large numbers of students will require
intervention or referral to special education
Effective Tier 1 practices are essential to document the provision of appropriate instruction part of a
comprehensive evaluation required by IDEA 2004 for the identification of a child with a learning disability
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Sample 1bull Sometimes you can communicate a learning target to students simply by rephrasing your
instructional objective in words they can understand and adding some examples This method works well near the end of a group of lessons focused by mastery-type objectives where the goal is for students to learn a specific skill and its underlying concepts
bull For example in a 3rd grade mathematics class your instructional objective might be Students will be able to use place value to compare two whole numbers (as greater than less than or equal to each other) You know that your students are already familiar with the concepts greater than less than and equal to as well as the symbols for those concepts and you know that you introduced place value at the beginning of the unit So today you transform your instructional objective into a learning target and criteria for success simply by telling and showing
bull Today our learning target is to put numbers in order using the greater than less than and equal to signs and to be able to tell how you use place value to do that Here are some of the kinds of problems you can solve if you meet your target 378 387 154 593 Listen for two things as your classmates work the problems on the board did they talk about place value as a way to solve the problem and did they put the correct sign in the box Then ask yourselves the same questions as you work
bull Most of the teachers we work with would also write an abbreviated version of this target on the board such as Use place value to put numbers in order and the two example problems
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Sample 2bull USE STUDENTS REAL-LIFE EXPERIENCES An 8th grade teacher has this instructional objective
Students will interpret poetry by analyzing the effects of literary devices (eg alliteration metaphor symbolism and imagery) on a poems meaning This isnt an all-or-nothing objective specifying mastery of specific content rather it describes a developing skill that students apply to increasingly complex poems over time So the learning target comes from the chunk of the instructional objective that the students will see as the short-term focus for todays work
bull In this lesson the teacher is going to work with Edgar Allan Poes poem The Bells She might communicate the learning target by starting with a question Think of some different kinds of bells you have heard Describe the sound of one of them What does that sound make you think of How does it make you feel After a brief class discussion of these questions the teacher says
bull Today our learning target is to be able to describe how Poe thought and felt about different kinds of bells and to explain how we can figure that out from his poem Well know we are successful when we can explain how imagery from the poem creates thoughts and feelings for readers in as much detail as we just explained how real bells conjure up thoughts and feelings in us
bull This way of illustrating the learning target doesnt mean that students (or the teacher) lose sight of the essential questions and the big ideas like Poetry uses imagery to express meaning and certain literary techniques are common in poetry because they work with both the sound and the meaning of the words Using real-life experiences to communicate the learning target engages students attention and enables them to succeed in the immediate context of the lesson as well as building up over time their
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Sample 3bull CREATE AN EXPERIENCE This strategy doesnt work with every kind of learning target but when it
does work its powerful and fun We know of a middle school English teacher who wanted to demonstrate to his students what it meant to be able to use persuasion in a lesson on persuasive writing He enlisted the help of a colleague and friend in creating an experience for students
bull The other teacher knocked on the classroom door at the start of class and came in dressed in shabby pants with holes in them an old stained flannel shirt with buttons missing and worn-out work boots He was lugging a loaded green plastic garbage bag which seemed to be heavy He carried it carefully into the classroom and set it down on the floor with a flourish and a pat He proceeded to talk affectionately to Ol Bag thanking him for being a good buddy and for all the great times they had had together
bull Over the course of about five minutes the skit revealed that the man was down on his luck needed to leave town and needed money Otherwise by golly there would be no way he would even consider parting with Ol Bag Useful for all sorts of things was Ol Bag A pillow at night a cushion by day a place to put stuff a friend to talk to hellip By the end of the five minutes he had succeeded in selling Ol Bag to a group of students for a dollar The man left the bag in the classroom wished everyone farewell and left with the money (which he eventually returned of course)
bull The teacher smiled at his class That he said was persuasion You are going to learn to create writing that can talk people into doing things they might not think they want to do like buying a bag of old garbage
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Putting It All Together
bull Putting it All Together A 6th Grade Teacher Designs Learning Targets
bull Lets walk through an extended example to show how to put all these steps together Consider a 6th grade teacher who is preparing a mathematics lesson on variability She starts with the standard unpacks it down to the objective for one or several lessons and writes her objective for the lesson Now she knows what she wants students to accomplish during the lesson Next she uses the four-step process to express what students should aim to accomplish during the lesson
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull Common Core State Mathematics Standard 6SP1 under the heading Develop understanding of statistical variability reads
bull Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers For example How old am I is not a statistical question but How old are the students in my school is a statistical question because one anticipates variability in students ages Standard 6SP2 reads
bull Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center spread and overall shape
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull To begin to work on these standards the teacher wants students to develop a basic understanding of the concept of variability (which will be new to most of them) and build on their previous work on graphing as a way to move into the concept Thinking about her students learning trajectory in this way and mindful of the standards toward which the trajectory is leading the teacher writes these instructional objectives
bull Students will explain how the element of chance leads to variability in a set of data
bull Students will represent variability using a graph
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull Figure 23 (p 38) illustrates how the teacher mined these instructional objectives using the four steps we described in this chapter At each step she thought about potential learning trajectory considerations both general (keeping students learning headed toward the standards) and contextual (keeping in mind what her particular students had done before)
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Defining the Specific
for a Lesson in Four Steps
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Instructional Objectives for the Lesson1 Students will explain how the element of chance leads to variability in a set of data 2 Students will represent variability using a graph
Steps Potential Learning Trajectory Considerations Elements for the LessonStep 1 Define the essential content (concepts and skills) for the lesson
bullMy students can create a simple bar graph given a set of databullMy students have a naiumlve idea about the concept of chance and this lesson will deepen that understandingbullMy students have a solid understanding of how to look for and represent a patternbullMy students already know that chance exists in games like bingo dice cards etc but do not understand that chance exists naturally in the everyday world
ContentbullMy students must learn that chance occurs naturally during everyday proceduresmdashlike when they make cookiesbullMy students must learn that chance causes the values in a data set to varybullMy students must learn that variation in data creates a pattern
Step 2 Define the reasoning processes essential for the lesson
bullMy students have little practice with mathematical predictionbullMy students have experience with analysisbullMy students can build on what they know about cause and effectbullMy students know how to brainstorm
Reasoning ProcessesbullMy students must learn to analyze an everyday procedure to recognize the elements of chance embedded in that procedure that might cause a data set to distribute itself randomly
Step 3 Design a strong performance of understanding that will develop student thinking and understanding and provide compelling evidence of student learning
bullMy students can observe and analyze a simple procedurebullMy students need to demonstrate an understanding of cause-and-effect reasoningbullMy students have practiced brainstorming reasons for common occurrences
Performance of UnderstandingbullMy students must engage in a performance of understanding that simulates naturally occurring elements of chance in ways that require them to observe graph analyze and explain the effect that chance has on data patterns We will use data on the number of chips in chocolate chip cookies for these purposes
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Step 4 State the learning target
bullWe will be able to see a pattern in graphs we make about the number of chips in our cookies and we will be able to explain what made that pattern
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Onward and Upward
>
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
bull To know how well you are learning this you will look for the match between hellipndash what you have learned ndash the learning that your group colleagues have
shared with you based on what they have learned and
ndash the group product
Success Criteria
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
We are doing this becausehellipbull The most effective teaching and the most meaningful student learning
happen when teachers design the right learning target for todays lesson and use it along with their students to aim for and assess understanding
bull Learning targets when shared with and used by both halves of the classroom learning team (students and teachers) are key to creating schools where teaching is effective students are in charge of their own learning and administrators lead communities of evidence-based decision makers
bull Learning targets compel all members of the school to look for and learn from what students are actually doing during todays lesson to engage with important and challenging content develop increased understanding and skills and produce strong evidence of their learning
Why Learning Targets
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Video
bull Wersquore going to view a quick videobull While watchingndash Count how many times the players wearing white
pass the basketball
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Thoughts
bull We all view life and experiences through a different lensbull So we come out with different understandingsbull We donrsquot all get there the samebull We unknowingly miss a lot of what goes on around us and bull We have no idea sometimes that we are missing so much
bull Therefore As educatorshellip ndash Itrsquos our job to unify understandings for ourselves and for students ndash to help
students aim for understandingndash We must differentiate and engage in effective instruction at all costs
What does this ldquoinvisible gorillardquo experiment tell us
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Group Connect
bull Outcome To demonstrate group connectedness
bull Process ndash As a group use the string and the directions in
your envelop to connectndash You have five minutes to complete the activity
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
INSTRUCTION
ASSESSMENT OF amp FOR STUDENT LEARNING
SCHOOL CULTURE amp LEADERSHIP
Slide 89
Sample 1
Sample 2
Sample 3
Putting It All Together
Slide 94
Slide 95
Slide 96
Defining the Specific for a Lesson in Four Steps
Slide 98
Step 4 State the learning target
Slide 100
Slide 101
Slide 102
Video
Thoughts
Group Connect
Small Group Discussion
Small Group Discussion
bull What were your observations of how your group worked
bull What are your observations of the outcomes for other groups
bull How did your directions influence your outcome
Whole Group Discussion
Slide 1
Your Thoughts
Slide 3
Why Differentiate
Why Differentiate (2)
Why Differentiate (3)
Slide 7
Slide 8
Tennis Ball Activity
Goal and Rules
Our Learning Targets for Session 1 (800 ndash 1215)
Slide 12
Slide 13
Slide 14
Slide 15
A few expectations for our work together
Slide 17
Lunch
SESSIONS 1 amp 2 AT A GLANCE
Learning Targets (Session 2)
Slide 21
Slide 22
A Guided Tour How do I design the right learning target for eac
Start with the Standard or Curriculum Goal
Essential Learning
Identify Objectives
Order Objectives
Selected Objective(s)
Step 1 Define the Essential Content (concepts and skills) for
Step 2 Define the reasoning process essential for the lesson (
Step 3 Design a Strong Performance of Understanding that will
Step 4 State the Learning Target
What Instructional Activities could Students Engage In - Oppo
What are some possible assessments - Opportunity to differenti
Your Turn
Reflecting on Today
Reflecting on Today (2)
Take Aways
END
Slide 40
Slide 41
Slide 42
Slide 43
What are learning targets
Session at a glance
Break
Slide 47
Slide 48
Slide 49
Our School-wide Objectives
Meeting Our Objectives
Factors Determining Student Achievement
Factors Influencing Student Achievement
Earning the Grade
An Issue of Fairness
Slide 56
Slide 57
Slide 58
Slide 59
Hold those thoughtshellip
Slide 61
Slide 62
Who controlled the outcomes
Fixed or Growth Mindset
Slide 65
What do you think of this quote
Differentiation
Slide 68
Slide 69
Differentiation in a Nutshell
DI Resources
Todayrsquos Learning Targets
Session at a glance (2)
Research and Brain-Based Learning
Learning Targets
Todayrsquos Learning Targets (2)
Slide 77
Slide 78
Slide 79
Learning Targets Familiarity Poll
Results
What are learning targets (2)
Step 1 Identify possible objectives to achieve this indicator
Slide 84
ldquoIf we do things because our knowledge is limited thatrsquos one
