Module II: Learning Targets and Criteria for Success

1. Module II: Learning Targets and Criteria for Success Caldwell Early College High School February 24, 2012

2. Sharing of Articles • In groups with people who read different articles, discuss the ideas that informed your beliefs and those that informed your practice.

3. Powerful Teaching and Learning • New Schools Project Design Principle • Tempting to move too quickly to “How do we do it?” (Defining, Limiting) • Critical to examine “Why do we do it?” • Tension between consistency and closure (SOLO Taxonomy) • Conceptual Frameworks • Social Constructivism (NCNSP Rubrics)

4. Seminar: Threshold Concepts • Read “An Introduction to Threshold Concepts” by Glynis Cousin. • Make notes in the margin, underline or do whatever it takes to help you better understand the text. Write questions about ideas, language, etc. • Paideia Seminar

5. Conceptual Approaches to Powerful Teaching and Learning • Threshold Concepts (Cousin article) • Enduring Understandings (Wiggins & McTighe) • Big Ideas (CECHS) • Big Rock Concepts (Video – PD360)

6. Designing Powerful Teaching to Foster Powerful Learning What knowledge and skills will students be learning? What evidence will be gathered and used to ensure that students have learned? Target What experiences will ensure that students learn?

7. Tools to Support Powerful Teaching and Learning • Curriculum/Content: NCSCOS, unpacking the Core Curriculum, Curriculum Maps • Assessment: Table of Specifications, NCDPI Formative Assessment Plan, Rubrics, Classroom Assessments • Instruction: CECHS lesson plan format, plans for differentiation, CECHS Big Ideas plan

8. Learning Targets • PD360 Video • Presenter: Steve Olsen

9. A Conceptual View of Learning Targets Big Idea Enduring Understanding NCSCOS Standard Learning Target Learning Target Learning Target Learning Target

10. Designing Learning Targets • Consider how to translate the standard at multiple levels NCSCOS Standard Big Idea Learning Targets • Consider what students will know, understand, and do (Strickland, 2010). • Consider the amount/type of learning targets you will need to comprehensively address the standard. • Learning targets will become increasingly sophisticated and complex.

11. FALCON Learning Targets Learning targets are…. Developing Learning Targets Select the standard or objective. Identify the essential parts you want students to learn. These essential parts are your learning targets. • subparts of the objective. • measurable achievement expectations (what students should know and be able to do in 1-2 lessons). • written in student friendly language.

12. FALCON Criteria for Success Criteria for success… Defining Criteria for Success Identify the expected learning outcomes of the target. Write each expected outcome as an “I will…” statement because together these statements are the criteria for success students will practice during the lesson process. • Identify what student need to do during the learning process to meet the learning target. • Provide an understanding of what quality work looks like. • Help teachers identify and address gaps in learning.

13. Criteria for Success • There is not a perfect set of criteria for success. • It is important to understand what you want student to be able to do. • During the lesson, the criteria must be shared with the students. • Curriculum may be a helpful guide (Reading example). • Criteria for success help with designing evaluation tools.

14. Let’s try this…. HANDOUT Big Ideas Curriculum Unpacking Targets • Reading Example • Earth/Environmental Science Example • Civics and Economics Example • On Your Own/In Subject-Area Groups

15. Knowing, Understanding, Doing Knowledge • Important vocabulary, definitions, rules, people, places, dates, information, etc. Understanding • Key or big ideas of a discipline; essential understandings, important (perhaps arguable) generalizations, the point of the discipline, etc. • Best stated as “I want students to understand THAT…” Doing • What experts in a discipline routinely are able to do. Includes basic skills, skills of communication, thinking, planning, working, etc. • What will students do to demonstrate their knowledge and understandings? • Must begin with a verb

16. Unpacking the Standards Strickland, 2010

17. Application/Next Steps • As you prepare your lesson plans between now and March 21, concentrate on creating learning targets. • Share your targets with colleagues and ask for feedback. • Share targets with students; seek feedback about clarity. • Bring examples of learning targets to March 21 session. • Bring questions, too!

18. Next Meeting • Module III: March 21, 3:00-4:15 p.m. • Before this meeting: • Read materials for Module III • Please bring the following: • Student work samples • Evaluation tools you use • Lesson plans with learning targets

19. References • Cousin, G. (2006). An introduction to threshold concepts,Planet No 17, December 2006, pp 4-5. Retrieved from http://www.gees.ac.uk/planet/p17/gc.pdf • Gaddy, B. B., Dean, C. B., Kendall, J. S. (2002). Keeping the focus on learning. Denver, CO: Mid-Continental Regional Educational Laboratory. Retrieved from http://www.mcrel.org/PDF/Noteworthy/5022IR_NW_Focus.pdf • Strickland, C. (2010). Using assessment data to differentiate instruction. Association for Supervision and Curriculum Development Professional Development Institutes. Denver, CO: Association for Supervision and Curriculum Development.