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Secondary Social Studies Learning Targets

Secondary Social Studies Learning Targets. Stan Masters Coordinator - Instructional Data Services Lenawee ISD. POP. Purpose Understand the importance of learning targets for students and teachers, using the Michigan social studies GLCE/HSCE Outcome

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Secondary Social Studies Learning Targets

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  1. Secondary Social Studies Learning Targets Stan Masters Coordinator - Instructional Data Services Lenawee ISD

  2. POP • Purpose • Understand the importance of learning targets for students and teachers, using the Michigan social studies GLCE/HSCE • Outcome • Practice unpacking the expectations to design good assessment and instruction • Procedure • PowerPoint slides for presenting information • Templates for unpacking expectations • Copy of GLCE/HSCE to practice

  3. So, do your students know what are the targets for their learning? http://www.yourememberthat.com/media/2145/Jerry_Seinfeld__History_Class/

  4. Where does curriculum come from? • National content organizations documents • State standards documents • Local curriculum is created • Organize into units • Determine essential questions and key concepts • Develop summative assessment tasks • Locate instructional resources • Construct a catalog of lessons • Must be aligned with state accountability summativeassessments

  5. Michigan’s GLCE and HSCE • Aligned with National Standards (p.6) • Grade-specific and course-specific focus (p.7) • Spiral down from HSCE • First operation state test in Fall 2010

  6. Backward Design Addresses All Three Parts of the Curriculum Triangle Content Assessment Instruction

  7. From Outcomes to Targets…

  8. Kinds of Learning Targets Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 . • Knowledge – The facts and concepts we want students to know and understand. • Reasoning – Students use what they know to reason and solve problems • Skills – Students use their knowledge and reasoning to act skillfully • Products – Students use their knowledge, reasoning, and skills to create something new. • Dispositions – Students’ display attitudes about school and learning.

  9. Helpful Hints to Targets Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.64 , 70, and 75 . • Knowledge targets are identified in the noun/noun phrase found in the expectation • Reasoning targets are identified in the verb/verb phrases found in the benchmark • analytical, compare/contrast, synthesis, classification, inference/deduction, evaluative • Skill targets always have knowledge targets • Product targets have to be discerned apart from the product tasks we ask students to create • Disposition targets reflect attitudes or feelings

  10. Organize data using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs

  11. (BUT I WANT THEM TO DEEPLY APPRECIATE THE USEFULNESSES OF BAR GRAPHS) Organize data using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs

  12. Sample Unpacking from Social Studies GLCEs/HSCEs

  13. Sample Unpacking from Social Studies GLCEs/HSCEs

  14. Unpacking Your Outcomes • Choose a outcome (benchmark/expectation) that your students will learn and you will teach in an upcoming unit of instruction. • Write the outcome at the top of your target/method planning sheet. • Complete the left hand side of the chart. • Knowledge/understanding, reasoning, skills, products, and/or dispositions • Check your understanding of the targets with a teaching partner.

  15. Unpacking for the Students I CAN • Targets are clearer for the student when they are put into positive “I can” statements. • They may be unpacked to include more concrete understandings. • Using your previous unpacked learning outcome, create “I can” statements for your students.

  16. POP • Purpose • Understand the importance of learning targets for students and teachers, using the Michigan social studies GLCE/HSCE • Outcome • Practice unpacking the expectations to design good assessment and instruction • Procedure • PowerPoint slides for presenting information • Templates for unpacking expectations • Copy of GLCE/HSCE to practice

  17. Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District 2946 Sutton Road Adrian, Michigan 49921 517-265-1606 (phone) 517-263-7079 (fax) stan.masters@lisd.us http://www.lisd.us/curriculum/

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