Deconstructing Standards into Achievable Learning Targets

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Deconstructing Standards into Achievable Learning
Targets

• For more info, contact Karen Kidwell at
  karen.kidwell_at_education.ky.gov

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OUR Targets

• I can articulate the difference between a
  standard and a target.
• I can deconstruct standards and evaluate my work
  for quality, accuracy, and usefulness.
• I can transform learning targets into student
  friendly language.

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Research-based Strategies

• 5 Research-based strategies that significantly
  improve student learning
• Sharing criteria (clear learning targets with
  success criteria)
• Questioning
• Feedback
• Peer assessment
• Self-assessment

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Learning/Achievement Targets
Statements of what we want students to learn and
be able to do.
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A Mathematics Example
Subject

• Math
• Decimals
• Page 152 in the book
• Going on a decimal hunt
• Read decimals and put them in order

Topic
Assignment
Activity
Learning Target
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Classifying Targets
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Once youve identified the overall type of
STANDARD, youll have a better understanding of
the likely TARGET TYPES
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Creating Targets for Driving a Car with Skill

• What knowledge will students need to demonstrate
  the intended learning?
• What patterns of reasoning will they need to
  master?
• What skills are required, if any?
• What product development capabilities must they
  acquire, if any?

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Driving a Car with Skill

• Knowledge
• Know the law
• Read signs and understand what they mean
• Reasoning
• Evaluate am I safe and synthesize information
  to take action if needed
• Skills
• Steering, shifting, parallel parking,
• Products
• (not appropriate target for standard)

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• By setting out clearly in their own minds what
  they wanted the students to learn, the teachers
  would be in a position to find out what the gap
  was between the state of students current
  learning and the learning goal and to be able to
  monitor that gap as it closed.
• Assessment for Learning putting it into practice

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Clear Targets

• Impact on students
• More focused (especially underachieving
  students).
• Demand learning target.
• More likely to express learning needs
  specifically.
• Develops a learning culture.
• Quality of work improves.
• Behavior improves.
• Persevere longer.
• Greater ownership of learning as responsibility
  shifts from teacher to student.
• Automatically self-evaluative.
• More enthusiastic about learning.

• Impact on teachers
• More focused.
• Sharpens teacher understanding of learning
  target.
• Expectations rise.
• Focus on quality rather than getting everything
  done.
• More critical of activities.
• Reinforces relevant vocabulary.
• Assists in reflection of lesson and learning that
  occurred.
• Strengthen connections with parents related to
  childs strengths and weaknesses.

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• Without the learning intention, children are
  merely victims of the teachers whim.
• The sharing of learning intentions is, however,
  more complex than simply repeating what is in the
  teachers plan.
• Shirley Clarke in Unlocking Formative Assessment

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Student Friendly Terms

• In order for the learning intention to be shared
  effectively, it needs to be clear and
  unambiguous, so that the teacher can explain it
  in a way that makes sense to her children.
• the task has to match the learning intention
  for the children to have a chance of fulfilling
  it.
• the learning intention has the greatest impact
  on childrens understanding of the task and their
  progress if it includes success criteria as well
  as the learning intention itself
• Teachers need to separate the task instructions
  clearly from the learning intention and success
  criteria, or children can begin their work
  without knowing clearly the difference between
  what you want them to do and what you want them
  to learn.
• The learning intention needs to be the main
  focus of feedback.
• Shirley Clarke in Unlocking Formative Assessment

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Clear Statement of Learning Target

• Skill or concept to be defined PREDICTION
• A statement saying something will happen in the
  future.
• Student-friendly language for target
• I can make predictions. This means I can use
  information/evidence to describe what is likely
  to happen next.

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• Students who can identify what they are learning
  significantly outscore those who cannot.
• Robert Marzano

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Student Friendly Language

• From K-3 Deconstruction
• Observe and describe properties of material
  objects
• Student Friendly Language
• I can describe the physical properties of objects
  that I can see, touch, and/or smell.

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Student Friendly Terms
We are learning to
Hey Dad! Let me show you

• Well know weve achieved this because

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• Any student who leaves school still needing
  their teacher to tell them that theyve done well
  has not yet learned to hit the target. Theyve
  not yet learned to recognize good thinking.
• Rick Stiggins

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Tips for Deconstructing Standards

• Read the Big Idea and Enduring Understanding
  for the selected section of POS to provide
  overall context.
• Start with POS Skills/Concepts statement.
• Dont over analyze each statement.
• Select main category that best fits the entire
  statement.
• Determine knowledge/reasoning/skills needed that
  are not explicitly stated.
• Do the same with the related CCA statement.
• Deconstruct further (i.e., knowledge, skills,
  product, etc.) as needed.

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A 4th Grade Standard from Science Program of
Studies

• Students will represent the path of light as it
  interacts with a variety of surfaces (reflecting,
  refracting, absorbing).

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So, whats the target in this Standard?

• Students will represent the path of light as it
  interacts with a variety of surfaces (reflecting,
  refracting, absorbing).
• Know that light has a source
• Represent the straight-line path of light
• Know that we see objects because light is
  reflected from the object in its path to our eyes
• Describe light that is reflected refracted
  absorbed by an object

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Lets Practice!

• SC-7-STM-U-2
• Students will understand that there are only 92
  naturally occurring elements and all matter is
  made of some combination of them (compounds).
•  SC-7-STM-S-2
• Students will distinguish between elements and
  compounds and classify them according to their
  properties.
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• SC-07-1.1.1
• Students will
•         classify substances according to their
  chemical/reactive properties
•         infer real life applications for
  substances based on chemical/reactive properties.
•   In chemical reactions, the total mass is
  conserved. Substances are often classified into
  groups if they react in similar ways. The
  patterns which allow classification can be used
  to infer or understand real life applications for
  those substances.

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Identifying the Learning Targets

• Are the standards primarily knowledge,
  reasoning/skills or product based?
• Use the Target Types/Underpinning Learning
  Targets Chart to figure out what kind of learning
  targets will result.
• Are your targets clear with respect to what
  students should learn and be able to do?
• Are they in terms students will understand?

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Group Debrief
D

• How did the process feel?
• What is the value of going through this process?
• What support materials are needed to facilitate
  the process?

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Without Clear Targets We Cant Do Any of the
Following

• Know if the assessment adequately covers and
  samples what we taught.
• Correctly identify what students know and dont
  know and their level of achievement.
• Plan next steps in instruction.
• Give detailed, descriptive feedback to students.
• Have students self-assess or set goals likely to
  help them learn more.
• Keep track of student learning target by target
  or standard by standard.
• Complete a standards-based report card.

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Remember This

• Learning targets need to be clear to all
  students.
• Not all learning targets are unclear and need to
  be converted into student friendly language.
• Activities should be selected/planned AFTER the
  learning targets are established.

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