PowerPoint Presentation

Deconstruction:Creating Learning TargetsGA DOE ELA 2014 Summer AcademyCheralyn LeeWelcome!!!

Why do we need Learning Targets?3

Formative AssessmentPOP QUIZ!!

DECONSTRUCTYour Learning Targets I can explain why learning targets are essential to effective teaching.

I can explain why learning targets are essential to effective learning.

I can describe the attributes of clear learning targets.

I can deconstruct a standard into learning targets.

I can assess learning targets.

What are Learning Targets?Learning targets are single objectives that explicitly state what we expect students to:

KnowUnderstand, andDo

to successfully master the standards.

Real-World Learning Targets Talent ShowI can do 2 squats to increase my muscle strength in my thighs.

I can touch my nose with both hands and hop 5 times.

I can act like a ballerina and a hockey player.

I can stand, turn around, and sit back down.

I can mimic a Michael Jackson dance and the Nae-Nae.

I can rub my head and pat my stomach at the same time.

Benefits for Teachers and StudentsTKESBenefit#1 Professional KnowledgeForces the teacher to deconstruct standards to increase pedagogy of each embedded objectives.#2 Instructional PlanningPlans for differentiation in flexible groups to target deficient objectives of each student, states the standard in student-friendly language, and allows parents to assist their child in a productive wayAble to identify resources Thinking Maps for Critical Thinking

*CCRPI Student Growth Profiles (4th & 5th)http://ccrpi.gadoe.org/2013/ccrpi2013.aspx?aspxerrorpath=%2f2013%2fccrpi2013.aspx

#3 Instructional Strategies#4 Differentiation#5 Assessment StrategiesAssessments with Data Talks target specific objectivess of the standard TOTD, Performance Assessments, Common Assessments, Unit Projects, etc.www.GeorgiaOAS.org now has formative assessments in ELA & Math in 3rd grades and up!MeasuringUpLive has the option to create student constructed questions.#6 Assessment UsesBenefits for Teachers and StudentsTKESBenefit#7 Positive Learning EnvironmentStudents are cognizant of mastery and explicit deficiencies.#8 Academically Challenging EnvironmentReflects what needs to be taught, encourages rigor for students who have mastered the standards, and remediation for students who did not master the standard.

*Progressionary standards documents on Edmodo#9 ProfessionalismSupports the growth of student achievement#10 CommunicationAllows the teacher to have Data Talks with students so they are able to take ownership in their learning.PURPOSE

Create Distinct Learning TargetsDistinct Learning Targets allow teachers to :

Determine whether assessments truly measure what the standards expects students to know, understand and do.Correctly target what students know and their level of mastery (Blooms, Rigor and Relevance Chart)Instructional Planning to target deficiencies.Provide explicit feedback to students.Support students with setting personal learning goals.State objectives as single measures of mastery in student friendly I can statements.

LTs can be used as a rubric or checklist

Rigor and Relevance with embedded technologyGuiding QuestionsWhat background knowledge will students need to know to master the standard?

What reasoning skills will students need in order to master the standard?

What skills will students need to master the standards?

What products can students practice creating to master the standards?

Standard vs. Learning TargetStandard: The totality of performance expectations of what we want students to be able to know, understand, and do as stated in the Common Core State Standards.

Math: MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Targets: These are I can statements of explicit learning based on the standards. Learning Targets should be written in child-friendly language with vocabulary of the standard.Lets KUD: I Do, We Do, You DoKUD: KnowMath: MCC4.NBT.5 a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on and the . and the calculation by using , and Multiplyplace valueproperties of operations.Illustrateexplainequationsrectangular arraysarea models.Lets KUD: I Do, We Do, You DoKUD: UnderstandMath: MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Understand- I want students to understand that strategies, such as equations, rectangular arrays, and area models, based on place value and properties of operations can be used to illustrate and explain that multiplying whole numbers yield larger products.Restate the standardLets KUD: I Do, We Do, You DoKUD: DoDo 1. Multiply a whole number of up to two two-digit numbers using strategies based on place value. 2. Multiply a whole number of up to two two-digit numbers using strategies based on properties of operations.3. Multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value.4. Multiply a whole number of up to four digits by a one-digit whole number using strategies based on properties of operations.5. Illustrate the calculation by using equations.6. Illustrate the calculation by using rectangular arrays.7. Illustrate the calculation by using area models.8. Explain the calculation by using area models.9. Explain the calculation by using rectangular arrays.10. Explain the calculation by using area models.

Start with the verbs From KUDs Learning TargetsLearning Targets Place I can in front of each statement.1. I can multiply a whole number of up to two two-digit numbers using strategies based on place value. 2. I can multiply a whole number of up to two two-digit numbers using strategies based on properties of operations.3. I can multiply a whole number of up to four digits by a one-digit whole number using strategies based on place value.4. I can multiply a whole number of up to four by a one-digit whole number digits using strategies based on properties of operations.5. I can illustrate the calculation by using equations.6. I can illustrate the calculation by using rectangular arrays.7. I can illustrate the calculation by using area models.8. I can explain the calculation by using equations.9. I can explain the calculation by using rectangular arrays.10. I can explain the calculation by using area models.

Instructional Plan to Deconstruct StandardsCommon Core State Standard/ GPS/ *NGSSS3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. Learning TargetsInvestigate the physical attributes of rocks.Investigate the physical attributes of soils.Research physical attributes of minerals.Explain the difference between a rock and a mineral.I can statements I can investigate the physical attributes of rocks. I can investigate the physical attributes of soils. I can research physical attributes of minerals. I can explain the difference between a rock and a mineral.Choose a Side! You Decide!Defend!

Lets KUD: I Do, We Do, You DoKUD: Know

CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Know:

Lets KUD: I Do, We Do, You DoKUD: Understand

CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Understand:

Lets KUD: I Do, We Do, You DoKUD: Do

CCSS.ELA-Literacy.RF.K.3.bAssociate the long and short sounds with the common spellings (graphemes) for the five major vowels.Do:Long Vowel SoundsVowelAEIOUGraphemesShort Vowel SoundsVowelAEIOUGraphemesStart with the verbsLearning Targets and RigorStandardsLearning TargetsCognitive Demand (DOK)S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.

Identify the roles of producers, consumers, and decomposers in a community.

Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.

Predict how changes in the environment would affect a community (ecosystem) of organisms.

Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.

I can identify a Producer.I can identify a Consumer.I can identify a Decomposer.

I can create a food chainI can organize producers, consumers and decomposers into a food chain

I can draw a labeled food web showing the relationships and energy transfers among all of an ecosystems plant and animal populations.

I can.Describe how a change in one population might affect all of the populations in a food web.

Level One RecallLevel One RecallLevel One Recall

Level Two Skill/Concept

Level Three Strategic Thinking

Level 3/4 Extended Thinking

Rigor and Relevance with embedded technologyWork in collaborative groups to KUD high-deficient grade level standards and create learning targets.

Lets KUD: I Do, We Do, You Do

Documents for SupportActivity: Choose grade-level standards to create learning targets. Save your documents and upload to Edmodo so we can share. If you deconstruct standards throughout the year, please upload them to our Edmodo site!

Go to www.edmodo.comJoin or Sign-Up for a free account!Download the Learning Targets document to work in.Download/View the ELA Standards Progression for your use.Upload your work to the Edmodo site.

Group Site: https://edmo.do/j/gnprjcGroup code: 5kbnaz

Lets DECONSTRUCT!!

Assessing Learning TargetsAssessing Learning Targets allows teachers to:

Differentiate AssessmentsCreate Formative and Performance Assessments based on mastery of the complete standardProvide supporting documentation for RTI

Sample Data Sheet

TOTD: Your Learning Targets I can explain why learning targets are essential to effective teaching.

I can explain why learning targets are essential to effective learning.

I can describe the attributes of clear learning targets.

I can deconstruct a standard into learning targets.

I can assess learning targets.

Thank You!Thank you for your time and engagement today!

Cheralyn Leemckenzielee818@gmail.com