Learning Targets: Helping Students Aim for Understanding ...
[Pages:7] LearningTargets:HelpingStudentsAimforUnderstandingInToday'sLesson
ASCDWebinar 17July2012 ConnieM.Moss,Ed.D.
Director,CenterforAdvancingtheStudyofTeachingandLearning(CASTL) AssociateProfessor,DuquesneUniversitySchoolofEducation
406CanevinHall?Pittsburgh,PA15282?412-396-4778?moss@castl.duq.edu
LearningTargets,StudentLook-Fors,PerformanceofUnderstanding,FormativeLearningCycle
1.
? ?
LearningTargets
Ifstudentsarenotusingit(aimingforunderstandingofimportantconceptsandbecomingmore proficientintargetedskills)theyarenotengagedintheformativeassessmentprocess,andyour learningintentionisNOTalearningtarget. Studentsmustknowwhatgoodworkmeansintoday'slesson:
o Whattheyareexpectedtolearn. o Howwelltheyareexpectedtolearnit. o Whattheywillbeaskedtodotodemonstratetheirlearning. o Howwelltheywillhavetodoit.
2.
?
StudentLookFors(SuccessCriteria)
Criteriathestudentscanusetojudgehowclosetheyhavecometothetargetinlanguagethat describesmasteryofthetarget,ratherthaningradingorscoringlanguage(letters,points,numbers, percentageright,numbercorrect,etc.).
3.
? ? ? ?
?
? ?
EveryLessonNeedsaPerformanceofUnderstanding:
Perfectfitforthelearningtargetandmakesitcrystalcleartoeveryone. Deepensstudentsunderstandingofimportantcontent. Opportunityforstudentstotryoutthelearningtargetandapplytheirstudentlook-fors. Helpsstudentsaimforunderstandingandassesswhattheyknowandwhattheyneedtolearnmore about. Producescompellingandundeniableevidenceofstudentlearningthroughwhatstudentsdo,say,
makeorwrite. Studentsconclude:IfIcandothis,thenIwillknowthatIhavereachedmylearningtarget.
Teacherconcludes:Ifmystudentscandothis,thenIwillhavestrongevidencethatthey'vemastered
thelearningtarget.
4.
?
?
?
AFormativeLearningCycleThatFeedsStudentsandLearningForward.
Intoday'slesson,studentsandteacherspartnerduringaformativelearningcyclethatmakes learningvisibleandmaximizesopportunitiestofeedstudentsandtheirlearningforward. Itprovidesa"goldensecondchance"thatencourages,expects,andteachesstudentstoimprove theirworkaspartoftoday'slesson. Withoutalearningtarget,studentlook-fors,andaperformanceofunderstanding,feedbackisjust advice--someonetellingyouwhattodo--andhasnoformativevalue.
ConnieM.Moss,Ed.D.,Director
1
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
TheRoleofLearningTargetsandSuccessCriteria"StudentLook-Fors"
1.FormativeassessmentistheMeansnottheEnds.Unlessstudentssee,recognizeandunderstandwhat theyarelearningandhowtheywillknowwhentheyreachmastery,theywillneverbecomeindependent, self-directed,assessmentcapablelearners.Rememberthegoalhereistoproducecompetent,self- regulated,andmotivatedlearnerswhocansetgoalsandassesstheirownprogress.
2.Instructionalobjectivesaretoobroadandtooimpersonaltoguidelearning.Studentsneedteachersto describefortheminstudentfriendlyandageappropriateterms(languagetheycanunderstand)exactlywhat isimportanttolearn(notwhatisimportanttodoortoscore)inthelesson/activityathand.Thisdescription shouldbeframedfromthepointofviewofastudentwhohasyettomasterthecontent. 3.Learningtargetsdescribewhatthestudentwillcometoknoworbeabletodoasaresultoftoday's lesson.Theydonotdescribewhattheywillscoreordo.Learningtargetsarenot"directionsforanactivity". Theyareanexactdescriptionofwhatstudentswilllearn.Theyusuallybeginwithaphraselike:Todaywe arelearning... 4.Itisnotenoughforstudentstohearwhattheyaregoingtolearn,theymustunderstandhowteachers willassessthequalityoftheirworkandhowtheycanassessthequalityoftheirownwork.Teachers shouldsharesuccesscriteria(studentlookfors)studentscanuseastheyarelearningandworkingthat answerthequestion:HowwillIknowwhenIamproducingqualitywork? 5.Thepurposeofsharinglearningtargetsandsuccesscriteria(studentlookfors)istoguidethelearning ofthestudents,theactionsoftheteacher,andtheevidencethattheclassroomlearningteamwillcollect tosupportanassumptionthatlearninghasoccurred.Workthatstudentsdoshouldprovideteachersand studentswithstrongevidenceoftheirstandinginrelationtomasteryofthelearningtargetfortoday's lesson. 6.Thebestwaytosharealearningtargetistodesignactivitiesandassignments--performancesof understanding--thatprovidethestrongestevidenceofwhereeachstudentisinrelationtotoday's learningtarget(Moss&Brookhart,2012).Whatarestudentsactuallydoingduringtoday'slessonto: deepentheirunderstandingofcontent(knowledgeandskills),assessthequalityoftheirworkastheyare learning,provideevidenceofwhattheyknowandcandoandhowwelltheyknowitandcandoit. 7.Toraisestudentachievement,youmustbeveryclearaboutwhatachievementactuallymeans! Achievementmeansthatyouarelookingforevidenceof"something".Teachersandstudentsshouldknow EXACTLYwhatthat"something"isfortoday'slesson,andgathercompellingevidencetodetermineif studentshave"achieved"thatexact"something".RaisingstudentachievementduringTODAY'slessonand everylessonmeansthatsostudentsachieveshortterms(lesson-sized)goalsthatadduptolong-term achievementgoals.Thekeytoraisingstudentachievementistohavealearningtargetfortoday'slesson!
ConnieM.Moss,Ed.D.,Director
2
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
BuildingaLearningTarget CharacteristicsofaLearningTarget(Moss&Brookhart,2012)
? Alearningtargetdescribesforthestudentsexactlywhattheyaregoingtolearnbytheendoftoday's lesson.
? Itdescribeslearningindevelopmentallyappropriatelanguagethatthestudentcanunderstand. ? Itisstatedfromthepointofviewofastudentwhohasyettomasterthecontent,skillorprocess
thatmakesupthetarget. ? Thelearningtargetisconnectedtothespecificperformanceofunderstandingfortoday'slesson--
whatyouwillaskyourstudentstodo,make,say,orwritethatwilldeepentheirunderstanding,help themaimformasteryofthetarget,allowthemtoself-assessthequalityoftheirlearning,andwill provideyouandthestudentwithevidenceofwhatthestudent'slevelofunderstanding? ? Ahigh-qualitylearningtargetcontainsstudentlook-fors--criteriathestudentscanusetojudgehow closetheyhavecometothetargetinlanguagethatdescribesmasteryofthetarget,ratherthanin gradingorscoringlanguage(letters,points,numbers,percentageright,numbercorrect,etc.).
A4-StepFrameworkforVerballySharingtheLearningTarget:
Tosharethelearningtargetwithyourstudentsatthebeginningofalesson,askyourselfthefollowingthree questionsfromthestudents'pointofview:
1. WhatwillIbeabletodowhenIfinishtoday'slesson? 2. Whatidea,topic,subjectisimportantformetolearnandunderstandsoIcanusethisinformationto
doit? 3. HowwillIbeaskedtoshowthatIcandothis?And, 4. HowwellwillIhavetodoit?
Whatisthepurposeofsharingthetargetverbally?
Yourmissionistohelpstudentsaimforunderstandingintoday'slesson.Itisthe"WHY"ofthelesson.It answersforstudentswhyyouareaskingthemtolearnthischunkofinformation,onthisday,sothatthey candeepentheirunderstanding,showwhattheyhavelearnedinthisway,anddescribeforthemexactly howwelltheywillbeexpectedtodemonstratetheirnewlearning.
ConnieM.Moss,Ed.D.,Director
3
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
ElementaryLevelExample
LessononQuestionMarks
WhatwillIbeableto Whatidea,topic,subject HowwillIbeaskedto HowwellwillIhaveto
dowhenIfinishtoday's isimportantformeto showthatIcandothis?
doit?
lesson?
learnandunderstandso
(Performanceof
(StudentLook-Fors?)
Icanusethis
Understanding?)
informationtodoit?
Yesterday,welearned Tobeabletodothiswe Youwillshowthatyoucan Youwillknowthatyou
aboutthequestion
mustlearnand
dothisbyrewritingalistof havehitthelearning
mark,whatitlookslike understandthatsome tellingsentencesasasking targetwhenyouare
andthatitcomesatthe askingsentencesbegin sentencesandendingeach abletosay:
endofanasking
witha"question"word onewithaquestionmark. ? Icanuseoneofthe
sentence.
like:Who,what,where,
askingwordsto
when,whyorhow.
changemytelling
Todaywearelearningto
sentenceintoa
writeanaskingsentence
question.
thathasaquestion
? Icanplacea
markattheend.
questionmarkat
theendofmy
askingsentence.
? Icananswermy
newasking
sentencebyusing
my"telling"
sentence.
*Aftertellingthestudentsaboutthetarget,shareitinotherwayslikegivingstudentsexamples
andnon-examplestoexamineandassessusingthestudentlook-forsaspartoftheirguided
practice.
ConnieM.Moss,Ed.D.,Director
4
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
MiddleLevelExample
LessonontheAssassinationofPresidentJohnF.Kennedy
WhatwillIbeableto
Whatidea,topic,
HowwillIbeaskedto HowwellwillIhaveto
dowhenIfinishtoday's subjectisimportantfor showthatIcandothis?
doit?
lesson?
metolearnand
(Performanceof
(StudentLook-Fors?)
understandsoIcanuse
Understanding?)
thisinformationtodo
it?
Yesterday,welearned Tobeabletodothiswe Youwillshowthatyoucan Youwillknowthatyou
howtoperforman
mustlearnand
dothisintwophases.
havehitthelearning
historicalinvestigation understandthateven
targetwhenyouareable
andpracticedthesteps whenanhistoricalevent Firstyouwillworkinyour tosay:
thatweshoulduseto isdocumentedina
groupstoexaminethe
? Icanbrieflydescribe
findoutwhathappened varietyofways,people historicaldocumentsI
aspecific
andwhyithappened. canstillquestionthe havechosenforyouand
disagreementthat
eventandlookatitfrom decidewhatweknowfor
peoplehaveabout
Todaywearelearningto differingpointsofview. sureandwhatwedonot
theassassinationof
lookcloselyatan
knowforcertain.
PresidentKennedy.
historicaleventthat
? Icandescribespecific
peopledisagreeaboutto
Theneachofyouwill
piecesofevidence
thisday--theydisagree
writeashort2-paragraph
thatexisttosupport
aboutwhathappened
statementthatexplains
thetwosidesofthe
andwhyithappened.
onedisagreementthat
disagreement?
peoplehaveaboutthis
event.
*Aftersharingverballytheteachercanshareinotherwayslikegivingstudentsachecklistoftheir
"lookfors"sotheycanself-assessastheyareproducingtheirshort2-paragraphstatement.
ConnieM.Moss,Ed.D.,Director
5
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
HighSchoolExample
LessonontheCountriesofWesternEurope
WhatwillIbeabletodo Whatidea,topic,
HowwillIbeaskedto HowwellwillIhaveto
whenIfinishtoday's subjectisimportantfor showthatIcandothis?
doit?
lesson?
metolearnand
(Performanceof
(StudentLook-Fors?)
understandsoIcanuse
Understanding?)
thisinformationtodo
it?
Yesterday,welearned Tobeabletodothiswe Afterourdiscussionyou Youwillknowthatyou
thatmigrationpatterns willstudywhat
willbeaskedtooutlinea havehitthelearning
impactedthepolitical, happenedduringthe well-supportedopinionin targetwhenyouareable
social,andeconomic
2008electionin
favorof,oropposedto, tosay:Icancreatean
developmentofthe
Switzerlandandpay
Switzerland'sstrong
outlinethat:
countriesinWestern
particularattentionto stanceagainstimmigrants ? Beginswithan
Europe.
the"BlackSheep"
fromothernations.
introductionthat
postersusedtoprotest
statesmyposition,
Todaywearelearningto againstforeigners
providessome
evaluatetheimpactthat movingintoSwitzerland
background
migrationhadon
fromothernations.
informationand
Switzerlandin2008.
presentsathesis
statement.
? Presentsmythree
strongestpoints,
onebyone,
supportingeach
pointwithconcrete
evidence.
Aftersharingthetargetverbally,teacherscanshareitinotherwayslike:
? providingstudentswithexamplesoftheoutlineforthemtocomparewiththelook-forsas
partofguidedpractice,
? givingstudentsatemplateforcreatingtheoutline,
? supplyingadescriptive,analyticalrubricstudentscanusetojudgethequalityoftheiroutline
astheyareproducingit.
ConnieM.Moss,Ed.D.,Director
6
CenterforAdvancingtheStudyofTeachingandLearning(CASTL)
DuquesneUniversitySchoolofEducation?406CanevinHall?Pittsburgh,PA15282
Ph:412-396-4778?email:moss@castl.duq.edu
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