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Transcript of Kim Steele Southeastern Randolph Middle School Lead Teacher & Governor’s Teacher Network...
Are Your Students on Target? Aiming for Success with Learning Targets
Kim SteeleSoutheastern Randolph Middle School Lead Teacher & Governor’s Teacher Network [email protected]
Bridgette KiserSoutheastern Randolph Middle School6th Grade Science [email protected]
CCSA Presentation – March 31, 2015
Lead Teacher – Southeastern Randolph Middle School
Bridgette [email protected]
6th Science Teacher – Southeastern Randolph Middle School
Welcome
• Be attentive
• Participate in all activities
• Silence cell phones
Norms for Participation
• I can create clear and appropriate learning targets for my students.
• I can explain why learning targets should be an essential part of every lesson.
• I can list at least 3 ways to incorporate a learning target into every lesson.
• I can summarize the findings of the presented action research project on learning targets.
Today’s Participant Learning Targets
Established by NC Governor Pat McCrory and NC Department of Instruction Spring 2014
Funded by Race to the Top grant Selected 450 out of 1400 teacher applicants
across NC to serve as instructional and professional development experts and facilitators
Teachers applied for one of two pathways:1. Professional Development 2. Instructional Resources
Video - GTN Update
Origin of this Project: What is GTN?
Governor’s Teacher Network
Professional Development
GTN Pathway 1
Create professional development sessions and materials to address classroom instructional needs through action research in the classroom and increase the PD offerings in the state-wide Professional Development system in Home Base.
Face to face (School, District, Region/State)
Wiki Space on Homebase
My Focus – LEARNING TARGETS
Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Action Research
Main Goals Include:•Positively impact student outcomes•Identify and promote effective instructional practices
•Create opportunities for teachers to become reflective practitioners
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
What is Action Research?
Think of a learning target you have posted or seen posted in your school.
Turn and talk to a partner and share:1. an example learning target 2. how you have seen learning
targets used with students.
LEARNING TARGETS – Turn & Talk
My school is successful at implementinglearning targets in the classroom.
A. Strongly AgreeB. AgreeC. NeutralD. DisagreeE. Strongly Disagree
Poll Everywhere
https://www.youtube.com/watch?v=gZZ6wPdcYG4
Why Have Learning Targets?
Learning Targets may have been included in lesson plans and displayed in the classroom, but they were NOT:
Introduced orally to students Written down by students Always the focus of the lesson Formatively assessed Included in the lesson’s closure
The Problem:
“Students who don't know the intention of a lesson expend precious time and energy trying to figure out what their teachers expect them to learn. And many students, exhausted by the process, wonder why they should even care.”
-Moss, Brookhart, and Long
Knowing Your Learning Target 2011
In my action research, I will examine how the implementation of lessons highly focused on learning targets coupled with summarizing strategies centered around the learning target affect student growth and mastery of concepts and standards.
The Purpose:
6th Grade Science with Bridgette Kiser 4 Groups of students
2 classes – experimental group
2 classes – control group
Research Questions1. Does keeping a daily Learning Target log assist students
in mastering material taught in class?2. Are there specific summarizing strategies that enhance a
students ability to address the Learning Targets presented?
3. Do students who keep a Learning Target log and complete summarizing strategies that are focused on the Learning Target perform better on formative and summative assessments than students who do not?
Action Research
Specific to that day’s lesson Student friendly language Statement of intended learning Tells students what to learn Tells students how deeply to learn it Tells students exactly how to demonstrate
their new learning Directly connected to assessments
Define Learning Target
AN “I CAN” STATEMENT:
With your table group, arrange the statements in the envelope into one of two groups:
Group 1 – YES, a clear learning target
Group 2 – NO, not a learning target
Activity: Identifying Clear Learning Targets
Check Your AnswersYES
Clear Learning TargetNO
Not a Learning Target
A D E F H L
B C G I J K
Experiment Vs. Control
Experimental Group Control Group
LT posted LT introduced orally Students record LT in log LT mentioned during lesson LT center of the lesson Summarizing strategy
centered around LT Closure with orally reviewing
LT Students reflect and record
response to LT in log LTs available on teacher
website for parents to view
LT posted LT introduced orally LT center of the lesson Closure with orally
reviewing the lesson
Class Demographics
Surveys (Teacher and Student) LTs recorded on Lesson Plans Teacher daily LT Checklist/Reflections Student daily LT Log/Reflections Summarizing Strategies Formative and Summative Assessments Pre assessments Post assessment District Benchmarks Report Card Averages Parent guestbook on website
DATA Collection
Student Surveys
Student
Survey
Student Survey Results
Student PRE Surveys Student POST Surveys
56% could define a LT
Is it helpful to have the Learning Target:
Posted – 78% Orally introduced – 59% Orally used in closure –
51% Written in log – 46%
93% could define a LT
Is it helpful to have the Learning Target:
Posted – 85% Orally introduced – 78% Orally used in closure –
63% Written in log – 63%
Teacher Surveys
Teacher
Survey
Teacher Survey Results
PRE SurveysPOST Survey
Learning Targets are: Posted Sometimes introduced
orally Not necessarily the
center of the lesson Rarely used in
designing assessments and closure of a lesson
LT Areas of Improvement:
Introduced Orally Center focus of the
lesson Used in summarizing
and closing lessons Requiring students to
write and reflect on LT Designing assignments
and assessments around the LT
Teacher Daily LT Log
Teacher LT Daily Log
Posting the “I Can Statement”
Student – LT Log
Student LT Log
Teacher and Student Log Results
Teacher Results
Student Results
LT Introduced Orally95% experimental
group89% control group
Summarizing Strategy
88% experimental group
10% control group
LT Used in Closure69% experimental
group2% control group
Average 25 students or 52% of students per week noted improvement in learning and understanding in experimental classes with an intense focus on LTs
Summarizing Strategies
Ticket Out the Door (TOD) 19Turn and Talk 8
Student Drawings/Diagrams 6
Absent Student Note 5
3-2-1 3
Demonstrate 2
Mock Interview 1
Write Around 1
Students answer any question or address the learning target at the end of class and turn it in as they leave the classroom.
Ticket Out the Door (TOD)
In response to a summary prompt or question, direct students to turn and talk to a shoulder partner.
Turn and Talk
Students are asked to make a non-linguistic representation of a concept based on what they learned in class.
Student Drawings/Diagrams
Students write a quick letter to an absent student explaining what was learned that day.
Absent Student Note
Absent Note…
Students list 3 main points, 2 ideas, and 1 question they still have. This can be tweaked for what the teacher needs to know from the students.
3-2-1
Students physically demonstrate a concept learned that day in class.
Demonstrate
Show Me!
Students are partnered and create leveled questions based on the LT. Students conduct interviews based on their questions. These can be heard by the teacher circulating around the room or they can be recorded.
Mock Interview
Students in a small group are asked to respond to questions in writing. After one minute, they shift papers and respond to the thinking on the paper they receive. They add to the paper and continue writing and rotating until all questions are answered or time is up.
Write Around
Sign student learning target logs weekly Send home LTs in a unit syllabus Include LTs in weekly newsletters Post LTs on teacher website
Ways to Inform ParentsHow do we let parents know what
students should be learning each day?
I Can…..
6.E.2 Standards 6.L.1 Standards0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%Experimental Teacher
Control Teacher 1
Control Teacher 2
Increase in Growth
DATA: Common Assessments
Growth increased significantly more for the experimental teacher than the two control teachers in both units of study.
+19.5
+5.75
+20.25
+36.25
+26.33
+11.34
PRE-TEST / POST-TEST RESULTS
Standards Tested
Fall Benchmark Winter Benchmark
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Experimental Teacher
Control Teacher 1
Control Teacher 2
The class average per-cent correct was higher on both district benchmark assess-ments for the experi-mental teacher than the two control teachers.
DATA: Benchmark Assessments
BENCHMARK RESULTSClass Avg.
District Benchmark Tests
63.4%
58.2%
64.5%
58.9%
50.4%
54.1%
Quarter 1 Avg.
Quarter 2 Avg.
Semester Avg.
0
10
20
30
40
50
60
70
80
90
100
Experimental Teacher
Control Teacher 1
Control Teacher 2
86%90%
78%
DATA: Final 9 Week Averages
REPORT CARD CLASS AVERAGESClass Avg.
Grading Term
The class average per grading term was higher for the experimental teacher than the two control teachers.
88%
81%
92%
75%
86% 87%
Students made close connections between learning targets and their own work
Students went into testing sessions with increased confidence
Making clear decisions about summarizing strategies and being deliberate in facilitating them brought lesson plans in alignment with research strategies for getting student to synthesize and remember information.
Students found satisfaction in completing the LT response and marking themselves higher on the self-evaluation tool than they did just 50 minutes before.
Beginning with a LT, summarizing, and responding to the LT at the end of class has shown improved student achievement at the end of a unit.
Conclusions & Final Thoughts
1. Find the one quote that speaks to you the most.
2. Walk to the corner of the room where that quote is posted.
3. After reviewing the results of this study, discuss with others why you feel that particular quote is so important for student learning.
Quotes to Ponder4 Corners
Having an intense focus on learning targets DOES increase student learning and performance.
Implications of the Data
All students deserve the best education in order grow and become productive citizens.
It is our job as teachers to learn from research and implement teaching strategies that are proven to increase student learning.
Why Does This Matter?
TeachersSupport StaffAdministratorsLEA LeadersSTUDENTS!!!
Who Needs to Know This?
Bell to bell teaching, centered around the methodical plan of incorporating standards based learning targets, will ensure that our lessons are focused on the right student tasks and we are able to assess our students on the mastery of the required standards.
Teachers will be able to determine specific tasks and skills that correlate to each standard and will find it easier to differentiate instruction for students when a specific learning target has or has not been mastered.
How Can this Impact Teaching?
All teachers should post a learning target every day for their students.
All teachers should introduce and close their lessons with the learning target.
All teachers should plan all parts of a lesson with the end in mind – the learning target.
All teachers should develop class activities and assessments around their learning targets. LTs are the foundation of all lessons.
WHAT WE WANT OUR STUDENTS TO LEARN SHOULD NOT BE A MYSTERY!!!
What do LEA Leaders Need to Know?
1. You will work in groups of 4.2. You will use the Write Around summarizing strategy to respond to 4 separate statements. 3. You will have about 30 seconds to write.4. When time is up, you will pass your paper to a group member, and you will receive a different paper from another group member.5. Read what was written by the other group
member(s) and try not to repeat anything already written.6. You will follow this rotation until you have responded to each statement.
Write Around
3-2-1 Triangle SummaryLearning Targets
3 New Ideas You Learned Today
2 Things You Will Share
1 Idea You Will Implement
Brookhart, Susan M., Long, Beverly A., Moss, Connie M. (2011) What Students Need to Learn - Knowing Your Learning Target. Educational Leadership, 68(6), 66-69.
Hougan, Eric. (2010). 5 Ways to Teach with Learning Objectives. Teaching Community – Where Teachers Meet and Learn. http://teaching.monster.com/benefits/articles/9441-5-ways-to-teach-with-learning-objectives#comment_form
Worksheet Library. (2008). 10 Things to do When You Only Have 5 Minutes Left in Class. http://teaching.monster.com/benefits/articles/4282-10-things-to-do-when-you-only-have-5-minutes-left-in-class?print=true
Brookhart, Susan M., Moss, Connie M. (2014) Learning Targets on Parade. Educational Leadership, 72(2), 28-33.
Marzano, Robert. (2013) Art and Science of Teaching / Targets, Objectives, Standards: How do They Fit? Educational Leadership.70(8), 82-83
Mills, Geoffrey E. Action Research: A Guide for the Teacher Researcher. 2014
References
QUESTIONS????
Feedback
Your feedback is important.
Please take a few
moments to evaluate
this session!
http://www.cvent.com/d/hrq907/3B
Thank You for Attending!
Contact Information
Kim [email protected].
us
Lead TeacherGTN Participant
Southeastern Randolph Middle School
Randolph County Schools, NC
Project Wikispace:http://gtnpd83.ncdpi.wikispaces.net
/
Bridgette [email protected]
s
6th Grade Science
Southeastern Randolph Middle School
Randolph County Schools, NC
Teacher Website:http://www.randolph.k12.nc.us/schools/serms/Teachers/b1kiser/Pages/Default.aspx