Lorain City Schools Three Main Focus Areas

1. Lorain City SchoolsThree Main Focus Areas Formative Assessments Teacher Based Teams Clear Learning Targets

3. REFLECTION Think… Pair How do your STUDENTS know what they are learning? Share

4. Students who can identify what they are learning significantly outscore those who cannot. Robert Marzano

6. OUR Targets I can articulate the meaning of a clear learning target. I can deconstruct a standard and emphasize important vocabulary and key ideas. I can transform a deconstructed standard into student friendly language.

7. What are Clear Learning Targets? Clear learning targets are statements of what we want students to learn and be able to do. Clear learning targets are for STUDENTS, in their language. Clear learning targets are for teachers to inform instruction. Clear learning targets are NOT simply posted to appease administrators.

8. The Impact Clear Learning Targets Impact on students: More focused (especially underachieving students). More likely to express learning needs – specifically. Develops a learning culture. Quality of work improves. Behavior improves. Persevere longer. Greater ownership of learning as responsibility shifts from teacher to student. Automatically self-evaluative. More enthusiastic about learning. Impact on teachers: More focused. Sharpens teacher understanding of learning target. Expectations rise. Focus on quality rather than getting everything done. More critical of activities. Reinforces relevant vocabulary. Assists in reflection of lesson and learning that occurred. Strengthen connections with parents related to child’s strengths and weaknesses.

9. Tips for Deconstructing Standards Read the content statement and highlight the important vocabulary and key ideas. Determine knowledge/ reasoning/skills that students need that are not explicitly stated.

10. Tips for Deconstructing Standards (continued) Explore the classroom examples in the Model Curriculum if available. Deconstruct further (i.e., knowledge, skills, product, etc.) as needed. Bring it all together by writing progressive steps in student friendly language.

11. Student Friendly Language Guess what I can do! We are learning to… Hey Dad! Let me show you…

12. Why Use Student Friendly Language Assessment experts argue that it's not the act of posting objectives that has a positive impact on student learning. Instead, it's the act of posting objectives in student friendly language that matters. Explaining the intended learning in student-friendly terms at the outset of a lesson is the critical first step in helping students know where they are going. Students cannot assess their own learning or set goals to work toward without a clear vision of the intended learning. When they do try to assess their own achievement without understanding the learning targets they have been working toward, their conclusions are vague and unhelpful. (Stiggins, Arter, Chappuis & Chappius, 2004, pp. 58-59)

13. Student FriendlyLanguage in Science From Grade 3 Physical Science Revised Standards, 2010 “Matter exists in different states each of which has different properties.” Student Friendly Language: I can recognize solids, liquids, and gases. I can make predictions about solids, liquids, and gases.

14. Subject Topic Assignment Activity Standard Clear Learning Target Misconceptions of Clear Learning Targets • Math • Decimals • Page 152 in the book • Going on a decimal hunt • Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right & 1/10 of what it represents in the place to its left. • I can read decimals and put them in order.

15. POST IT!

16. Name:______________________________________ Please color in the coin for each target when you think you have mastered this target. I can tell the value of each coin. I can write the amount of money using the cent symbol. I can name each coin. I can tell the value of a group of same coins. I can match sets of coins that have the same value. I can count coins of different values up to and above $1.00. I can solve addition story problems about bills and coin money. I can solve subtraction story problems about bills and coin money. I can compare coin money using the words, “more than, less than, and equal to.” I can explain why we need to use money. I can make decisions about when to use appropriate types of bills and coins. I can write the amount of money using the dollar sign and decimal point. I can relate the concept of money to real-world situations.

19. The order of significant events in Ohio and the United States can be shown on a timeline. Let’s Practice! 2011 Academic Content Standards: Grade 4 Social Studies

20. So, what are the important vocabulary words and ideas? The order of significant events in Ohio and the United States can be shown on a timeline. • A timeline can help order events. • Understand what defines a historically significant event. • A timeline can show the past, present, and/or future.

21. Now, can you put the vocabulary and key ideas in student friendly language? The order of significant events in Ohio and the United States can be shown on a timeline. • I can construct a timeline of significant events. • I can place units of time in chronological order.

22. Wrapping it Up!

23. What are Clear Learning Targets? Clear Learning Targets are statements of what we want students to learn and be able to do. Clear learning targets for STUDENTS, in their language. Clear Learning Targets for teachers to inform instruction. Clear Learning Targets are NOT posted to appease administrators.

24. Did we meet OUR Targets? • Can you articulate the meaning of a clear learning target? • Can you deconstruct a standard and emphasize important vocabulary and key ideas? • Can you transform a deconstructed standard into student friendly language?

25. Before you leave, complete an Exit Ticket. “Any student who leaves school still needing their teacher to tell them that they’ve done well has not yet learned to hit the target. They’ve not yet learned to recognize good thinking.” • Rick Stiggins