Download Learning Targets as Scaffolding for the Standard

Learning Targets
and
Scaffolding the Standard
Using Learning Targets Effectively in the
Classroom
Presentation Adapted from PIMSER
By Jenny Ray
Research-based
Strategies
5 Research-based strategies that significantly improve
student learning:
 Clarifying and sharing learning intentions and criteria for
O
O
O
O
success
Effective Questioning (Engineering effective discussion,
questions, activities, and tasks that elicit evidence of
learning)
Descriptive Feedback that moves learners forward
Peer assessment (Students as instructional resources for
one another.)
Self-assessment (Activating students as owners of their
own learning.)
Difference Between
Learning Target and
Learning Objective
(Teacher Target)
Learning Targets are short term goals written
from the Student’s Point of View
O I can perform operations with radicals.
O I can solve systems of equations by
substitution.
Learning Objectives are written as a goal the
teacher wants the student to accomplish.
O The student will perform operations with
radicals.
O The student will know how to solve systems
of equations by substitutions.
Get Your Note Guide
Learning Targets
Reasoning Targets
Knowledge Targets
(Conceptual)
Knowledge Targets
(Factual)
Perform a Close Read of
the Standard
a. Identify the type
of Standard
b. Identify the
concepts
(nouns) and
skills
(verbs/verb
phrases)
DOK Matrix!
The Level They Are
Assessed Will Always Be the
BOLD Parts of Standard!
O MGSE9-12.S.CP.5 Recognize and
explain the concepts of conditional
probability and independence in
everyday language and everyday
situations.
If we only teach
the Elements they
will not be ready
for Milestone!
Let’s Make Some
Learning Targets!
a. Establish Mastery
Level Targets that
match the intent of
the Standard
O MGSE9-12.G.MG.3 Apply geometric
methods to solve design problems (e.g.,
designing an object or structure to
satisfy physical constraints or minimize
cost; working with typographic grid
systems based on ratios).
Establish Entry Level
Targets
(Concepts/Nouns)!
O MGSE9-12.G.MG.3 Apply
geometric methods to solve
design problems (e.g., designing
an object or structure to satisfy
physical constraints or minimize
cost; working with typographic
grid systems based on ratios).
These MUST
be
MODELED!
Establish Intermediate
Level Targets
(Reasoning/Verbs)!
O MGSE9-12.G.MG.3 Apply
geometric methods to solve
design problems (e.g., designing
an object or structure to satisfy
physical constraints or minimize
cost; working with typographic
grid systems based on ratios).
Establish Scaffolding!
Where we enter on
the Entry Level
depends on YOUR
STUDENTS and Pretest scores!
file:///C:/Users/gclark/Downlo
ads/G.MG.3.pdf
Establish Scaffolding!
Teach the “Concepts”
TOGETHER! Entry,
Intermediate, Mastery
Don’t teach all Entry
Level at the same time
It’s a Cyclic!
http://www.doe.nv.gov/Standards_Instructional_
Support/Nevada_Academic_Standards/Math/R
esources/
Scaffolding Example!
Entry- I can recognize
author’s argument in a text.
Intermediate- I can recognize
and trace the development
of an author’s argument in a
text.
Mastery- I can analyze how
the author distinguishes his
or her position from that of
others.
Focus Walks Coming!