Master Teacher Project

Summer Session

Appalachian Math Science Partnership

July 27, 2009

We will begin at 9:03

Your facilitators for today are…• Ann Booth

– Regional Teacher Partner with PIMSER

• Diane Johnson– Instructional Supervisor, Lewis Co. Schools– Regional Teacher Partner with PIMSER

• Becky Smith– Regional Teacher Partner with PIMSER

• Debbie Owens– Associate Director, P-12 Math & Science Outreach Unit of PIMSER

• Kim Zeidler Watters– Director, P-12 Math & Science Outreach Unit of PIMSER

• Jim Moore– Regional Teacher Partner with PIMSER

• Terry Parkey– Regional Teacher Partner with PIMSER

Group Norms

• Place cell phones on silent or vibrate

• Come prepared for each meeting

• Keep side conversations to a minimum

• Respect and solicit opinions

• Rule of 2 feet• Actively participate

Taking Care of Business

Goals for Summer Session

For participants to…..

….understand how to access and use prior knowledge information about students.

….develop learning targets for units of study.

….understand the importance of using strategies that promote metacognition in order to improve student learning.

….develop a toolbox of strategies.

Review from June

How StudentsLearn

Of vs Forand

Learning Targets

Metacognition

Math and ScienceBreakoutsChange

Roadmap for Today

Assessment:Learning Targets

MetacognitionStrategies

Math and ScienceBreakouts

Cranium Community Building• Each group is assigned one of five adult learner needs.

• Roll the die.

A = Act It

D = Draw It

P = Puzzle It

S = Sculpt It

= Your Choice• Review the list of “Adult Learner Needs”

PIMSER P-12 Math and Science Outreach at the University of Kentucky

Assessment For Learning

Learning Targets:– I can describe the

purpose of learning targets.

– I can identify the 4 types of learning targets

– I can generate and use criteria for quality learning targets.

– I can deconstruct standards into learning targets.

Learning/Achievement Targets

Statements of what we want students to learn and be able to do.

Educators & Students must be able to answer……

• Where am I going?• Where am I now?• How can I close the gap?• How will I know I’m getting

there?• How can I keep it going?

Learning Targets

• Knowledge

• Reasoning

• Performance/ skills

• Products

Video Time!

• As you watch the video, put yourself into this classroom as a student.

What was the target?

• You go home from school and around the dinner table your mom asks you what you learned in school today. Based on the class you were just “in”, what would you say? What do you think STUDENTS walked out of that class knowing?

• What do you think the TEACHER’S learning target was?

Learning vs Performance Goals

• In pairs, lay out the learning targets• Sort the targets into those that are learning

goals and those that are performance goals.• If needed, review pp. 17-18 in Seven

Strategies.• What is the difference between a learning

and a performance goal?• What type of goals should we aim to have

for students? Why ?

Sort #1

What type of target is it?

• Using the same learning targets as before, resort into the type of target each is:

Knowledge Reasoning Skill Product

• How did you decide where to place each target?

• If you are a student are the reasoning, skill, and product targets clear?

Sort #2

Let’s Look at an ExampleI can apply the Pythagorean Theorem

– Is this clear to students? Why or why not?– Would this target help students that were struggling?– Do you think that students would know what this

learning target means?– Would a student be able to self-assess with this

target? Would they know when they “hit” the target?– How could this target be improved to help students

walk away with the intended learning?– Refer to pp. 24-28 in Seven Strategies and pp. 104,

110, & 113-116 in Active Learning Through Formative Assessment

How would having success criteria impact student learning ?

What separates a good target from a poor one?

• Examine each target and sort into 2 piles: good and not so good

• Look more closely at the ‘good’ pile: What characteristics do good targets have?– Place each characteristic on a post-it

• Join with another pair and compare post its.

• What criteria would you use to determine if a target was a quality target?

Sort #3

Does your criteria work?

• Use your criteria to judge quality of the learning targets below:– I can understand, compare, and apply fractions.– I can describe the hardships of the Trail of Tears by

writing a journal entry from a participant’s point of view.

– I can determine symmetry and rotational symmetry of a given object.

– I can be successful on an Order of Operations pretest.

– I can balance equations to demonstrate the Law of Conservation of Mass

The single most common barrier to sound classroom

assessment is the teachers’ lack of vision of appropriate

achievement targets within the subjects they are supposed to

teach.

Rick Stiggins

But where do I get learning targets?

• The Standards!– Are these clear as is to teachers? To

students?– Most standards contain many learning targets

therefore the standards need to be “unpacked” or deconstructed into their appropriate knowledge, reasoning, skill and product targets.

Weak and Strong Models

• Examine the weak deconstruction model– Would this be of benefit to teachers? – How would this impact student learning?

• Examine the strong model– Would this be of benefit to teachers?– How would this impact student learning?– For each target listed, identify where it would fit in the

standards.• Are all targets explicitly stated in the standards? Why or why

not?• What should you be thinking about when deconstructing?

Apply to Your Unit

• Identify the standards that your unit will be addressing.

• Deconstruct into the appropriate knowledge, reasoning, skill and product targets.

Students who can identify what they are learning

significantly outscore those who cannot.

Robert J. Marzano

Uncovering Student Thinking

• Learning Targets:

Why are some concepts so difficult?

• What should be the focus of teaching and learning?

• How can assessment promote thinking and learning?

Instructional Considerations

Where did the mass come from?

Please complete the sequoia tree probe. Place your answer choice on a small post it and place on the “sticky bar graph”.

View the clip from Private Universe.

Giant Sequoia Tree

• The giant sequoia tree is one of the largest trees on earth. It starts as a small seedling and grows into an enormous tree. Where did most of the matter that makes up the wood and leaves of this huge tree originally come from?

• A. Sunlight• B. Water• C. Soil• D. Carbon dioxide• E. Oxygen• F. Minerals• G. Chlorophyll

Explain your thinking. How did you decide on your answer?

Thinking About Instructional Design

• Why do we need to uncover student thinking prior to and during instruction?

• Once we have this information, how to we use this to tailor instruction to help move students along in their understanding?

• What are the implications for the design of assessment items?

Take Home Message

• “Optimal opportunities to learn exist when science (math) teachers are aware of the variety of different ideas students are likely to bring to their learning, see the connections between students’ thinking and the specific ideas targeted by state and national standards, and provide learning experiences that build a bridge between their students’ thinking and accepted scientific (mathematical) ideas.”– Pg. ix in Science Formative Assessment

Metacognition

Move to Break Out Sessions!

Roadmap Review for Today

Assessment:Learning Targets

MetacognitionStrategies

Math and ScienceBreakouts