Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project

1. Disclaimer Leadership for the Common Core in Mathematics(CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2. Setting Clear Learning Targets Common Core Leadership in Mathematics (CCLM)

4. Clear Learning Targets shift us away from what we, as teachers, are covering towards what our students are learning.

5. Learning Targets aka Content Standards Lesson Objectives Benchmarks Learning Intentions Learner Outcomes Expectations

6. Learning Targets Learning Target: Analyze the learning target to determine if it is a math activity or if it is about the math idea students are learning.

7. A learning target can take from“five seconds to five weeks”depending on: • Complexityof the knowledge, skill, reasoning or product • Its overall importance in the curriculum • Students– age, abilities, prior experience and cognitive development

8. Classifying Targets • Knowledge • Reasoning • Skill Targets • Product Targets • Disposition What types of thinking are required by the standard, the learning targets, and then the skills that must be mastered?

9. Knowledge Targets • Factual information: verbs such as names, lists, identifies, recalls • Procedural knowledge: knowing a protocol or memorizing a series of steps • Conceptual understanding; can explain the concept clearly • E.g., Identify tenths in decimal form on a number line. • Indicate the approximate location of thirds, fourths, and fifths on a number line.

10. Reasoning Targets • Specify thought processes students are to apply effectively e.g., solve problems, make inferences, defend judgments. • Ability to apply knowledge in authentic contexts • Engage in reasoning using their knowledge • E.g., Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.

11. Skill Targets • Real time demonstration • Physical performance • E.g., Use a protractor to draw acute and obtuse angles. • Use a compass to draw concentric circles.

12. Product Targets • Creation of a product What is the intended learning? • E.g., Create a table, lab report, make a graph, scatter plots.

13. Writing Clear Learning Targets Debriefing Homework Purpose: To have experiences with writing a learning target that is focused on the mathematics of the lesson students should learn. Logistics: • Grade Level groups • Work with a partner or in triads • Timed 15 minute activity

14. Target Discussion Three Scenarios: • Same program same lessons • Same program different lessons • Different programs

15. Target Discussion Structure for Partners or Triads • Exchange books • Designate the lessons Individually: • Read the lessons and write a target for each lesson Together: Discuss 1) Mathematics of the lesson 2) Student friendly language

16. Teacher’s Role in Assessment FOR Learning • Identify the standard. • Deconstruct it to enabling targets. • Transform to student friendly version. • Create accurate classroom assessments. • Use with students to track growth.

17. “Students can hit any target they can see that holds still for them.” ~Rick Stiggins

18. In Classroom Practice Targets Should: • Be posted daily for students to see • Be discussed with students at the beginning of the lesson • Be reviewed with students at the end of the lesson • How do you know students reached the target? (formative assessment)

19. So…. The Rhetorical Question From our work today…What is the message about Learning Targets? One more video!

20. GREG ISHAM