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Chapter 3Clear Achievement Expectations

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What Achievement Targets Do

Define academic successWhat we want students to knowWhat they should be able to do.

Ask these questions: What should they know? How should they show it? How will I know they know?

(mr)

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Think in these terms

If a student hits my target he/she can------------Can they?_________________

How do I know? What’s my evidence?

Show and tell

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Terms to know

StandardsObjectivesCompetenciesProficiencies

Fill in the blank to perform your assessment: A student is____________- if they can_______

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What is scaffolding

Classroom learning targets They lead to understanding toward the big picture A ladder

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Scaffolding Example

Physically hears soundKnows ( visually ids) lettersKnows (aurally ids) soundsPhysically differentiates sound differencesConnects sounds to squiggles called lettersMakes squiggle, sounds combination

connections to objects around him What is he doing?

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Scaffolding takes time

Use ongoing assessments- dailyAsk questionsWrite behavior observations (learning)Write in behaviorally observable language

“John orally spelled three ‘ei’ words correctly in his paragraph” He write the ‘ei’ in receive, in reverse order when he composed the piece”.

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Things to remember in scaffolding

1. Best Practices- know them. Look at sites if the district doesn’t have them What does “good speller “ mean?

KISMIC- use language that a ten year old could understand, unless you are teaching five year olds. Then use five year old language. ****extra points if you know what KISMIC is

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Things to remember in scaffolding

Be organized,Check with older grade colleagues as to what

comes next year

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Be able to relate these to the curriculum

Know why you are teaching something Know why your great activity fits with the

standards

All of this is to CYA (mr)- theoretically, it will help achievement

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Make sure kids can read themparents can understand them

ChecklistsMake things idiot proofHave other people read your lists

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Think Outside the Box!!!!

Reflect on this:

Mr. R makes us write reflections every week. How does that help him know that we are learning? Help us become better teachers? Meet Teacher Standard for DPI?

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Think outside the box

How can you teach writing, math AND science by using a field trip to the gas station?

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Falls within your repertoire

Answer this: Why be afraid? Are you a performer or a talking head? Do you have all the answers? What do you have to lose? What happens if you bomb?

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Why have clear targets?

Survival- Sets limits

Important for achieving balance between work and family (mr)

Gives you a standard of your own success Allows you to see how hard you worked

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Why have clear targets?

Lets you give and accept feedback Look for patterns of feedback Look for patterns of success Look for commonalities of errors Look for commonalities of successes Look at modalities where you felt great Look for modalities where kids felt great

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Enhanced Student Efficacy

Feeds the power needFeeds the fun needFeeds the belonging need

Reflect on how-Think of our class-

Sites Projects Collaborations

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Efficiency

If you know what you want ANNNDDDThey know what you want …..Then…..

The assessment is easy. They do it or not, you reteach it or not.

You prove how you tried to teach it in many ways

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But what should they learn?

Most districts have this on their web pages. Look up common core State standards Local standards Pro development organizations

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21st Century learning targetsnutshell version

Knowledge- Content mastery Understanding Numbers Syntax Numeration systems

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21st Century learning targetsnutshell version

Reasoning Use knowledge to figure things out

Performance Music Reading out loud Plays

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21st Century learning targetsnutshell version

Product- Science project Models Term papers Art

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21st Century learning targetsnutshell version

Dispositions Attitude Motivation Love of learning

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Side Aside

Have you noticed that this is really “Quality Teaching?”

Choice Theory? For those familiarYou are the facilitator not expert

Expert in figuring out how to

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How To Examples:

Learning Target: Students will write a summary of their social studies chapter. Can they?

Read Define a summary? Use a pencil? Write a sentence? Spell?

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How To Examples:

Do they: know what a paragraph is? how do you know?Can they compare?

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Assessment Rubric

Student used terms/words from the chapter_______ Student Wrote in words that were spelled correctly for a _________

grader Writing was neat enough to read easily.______ There was a beginning sentence_______ There were examples copied from the book__ There were sentences that retold the reading_____ There were examples from the book that proved the student retell_____ Punctuation was correct__________ There was a picture, it was labeled

The picture showed all the parts of the chapter_____

How many standards am I hitting?_____ How many targets?_________

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Assessment Rubric

Sentences were written with five examples of colorful words_____

Sentences had different lengths ( 5-10 words)Sentences were correct_______

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How met the standards

I looked this up:All the readingAll the writing