Establishing Clear Targets: Establishing Clear Targets: Grade Group follow-upGrade Group follow-up

Review key ideas from June 29th session

Use time to work in groups on a specific subject area to convert learning targets into student friendly language.

Look at what our next steps might be with this process, as a grade group.

Assessment for Learning OrganizerAssessment for Learning Organizer

What do we want students to learn?

Where am I going?

What do we do when they have or haven’t learned it?

How do I close the gap?

How will we know they learned it?

Where am I now?

Today’s Intended Today’s Intended OutcomeOutcome

……to focus on the importance of to focus on the importance of student learning outcomes in student learning outcomes in learning.learning.

Pre-Learning QuestionsPre-Learning Questions

What’s the benefit for spending valuable class What’s the benefit for spending valuable class time in writing out or verbalizing curricular time in writing out or verbalizing curricular outcomes?outcomes?

Can students even understand the outcomes the Can students even understand the outcomes the way they are written?way they are written?

What are the current levels of involvement with What are the current levels of involvement with this group in using SLO’s (specific learning this group in using SLO’s (specific learning outcomes)as part of teaching strategy?outcomes)as part of teaching strategy?

When this is in place, what does it look like for When this is in place, what does it look like for teachers? Students?teachers? Students?

Without Clear Targets We Can’t Do Without Clear Targets We Can’t Do Any of the Following…Any of the Following…

Know if the assessment adequately covers and Know if the assessment adequately covers and samples what we taught.samples what we taught.

Correctly identify what students know and don’t know Correctly identify what students know and don’t know and their level of achievement.and their level of achievement.

Plan next steps in instruction.Plan next steps in instruction. Give detailed, descriptive feedback to students.Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to help Have students self-assess or set goals likely to help

them learn more.them learn more. Select instructional activities that actually help Select instructional activities that actually help

students achieve the target.students achieve the target.

““Students can hit any target they can Students can hit any target they can see that holds still for them”see that holds still for them”

Rick Stiggins, 2004Rick Stiggins, 2004

“…“…a possible reason for low achievement…may a possible reason for low achievement…may be that many students do not understand what be that many students do not understand what they are supposed to learn.”they are supposed to learn.”

Frederiksen and White, 2002.Frederiksen and White, 2002.

Clear TargetsClear TargetsImpact on students:Impact on students:

More focused (especially More focused (especially underachieving students).underachieving students).

Demand learning target.Demand learning target. More likely to express learning More likely to express learning

needs – specifically.needs – specifically. Develops a learning culture.Develops a learning culture. Quality of work improves.Quality of work improves. Behavior improves.Behavior improves. Persevere longer.Persevere longer. Greater ownership of learning as Greater ownership of learning as

responsibility shifts from teacher to responsibility shifts from teacher to student.student.

Automatically self-evaluative.Automatically self-evaluative. More enthusiastic about learning.More enthusiastic about learning.

Impact on teachers:Impact on teachers:

More focused.More focused. Sharpens teacher understanding of Sharpens teacher understanding of

learning target.learning target. Expectations rise.Expectations rise. Focus on quality rather than getting Focus on quality rather than getting

everything done.everything done. More critical of activities.More critical of activities. Reinforces relevant vocabulary.Reinforces relevant vocabulary. Assists in reflection of lesson and Assists in reflection of lesson and

learning that occurred. learning that occurred. Strengthen connections with Strengthen connections with

parents related to child’s strengths parents related to child’s strengths and weaknesses.and weaknesses.

The general effect of setting goals or objectives produces a gain of between 18% and 41%) [Marzano, Classroom Instruction that

Works, p. 93].

Why is it important to focus on student learning outcomes?

34%

FACT: Many students focus on what they are FACT: Many students focus on what they are doingdoing as opposed to as opposed to learninglearning..

          for examplefor example: Ask a child what they learned today, : Ask a child what they learned today, and most will draw a blank.  Ask a child what they and most will draw a blank.  Ask a child what they did today in class and they will likely be able to tell did today in class and they will likely be able to tell you - "we did a math sheet",  "we did a poster on you - "we did a math sheet",  "we did a poster on our novel "," we played a game in social studies", our novel "," we played a game in social studies", etc.etc.  

Something to keep in mind:  Task or Something to keep in mind:  Task or Target.Target.

The ability to distinguish between The ability to distinguish between • the task, the activity the students will engage the task, the activity the students will engage

in, in, and and

• the learning target, what they are to learn by the learning target, what they are to learn by engaging in the activity...engaging in the activity...

    

is crucial to creating an accurate assessment.is crucial to creating an accurate assessment.    

Why does this matter?Why does this matter?• There is a body of research that indicates when There is a body of research that indicates when

students are clear about their students are clear about their learning goallearning goal, a goal , a goal that describes the intended learning, they perform that describes the intended learning, they perform significantly better than those who are given goals significantly better than those who are given goals that focus on task completion.that focus on task completion.

  • Making the intended learning clear, substitutes a Making the intended learning clear, substitutes a

learning goal mindset for their activity-oriented way learning goal mindset for their activity-oriented way of thinking.of thinking.

It focuses the attention to learning by helping them It focuses the attention to learning by helping them understand that the assignment is the means to the understand that the assignment is the means to the learninglearning..

  

Clear TargetsClear Targets  - the teachers' role  - the teachers' role

    Know what kinds of targets are represented Know what kinds of targets are represented in curriculumin curriculum––KnowledgeKnowledge––ReasoningReasoning––Performance SkillPerformance Skill––ProductProduct  ••Master the targets ourselvesMaster the targets ourselves  ••Know which targets our assessments measureKnow which targets our assessments measure  ••Make learningMake learning targets clear to students, too.targets clear to students, too.  

Classifying Targets

Target Type                  Teacher's RoleTarget Type                  Teacher's Role

Knowledge andReasoning Skills 

Performance Skills and Product skills 

convert to student friendly language if needed

Identify under-pining skills using a student friendly rubric or criteria checklist– (a performance or product may require knowledge, reasoning and skill targets also)  

Making Outcomes Making Outcomes Student FriendlyStudent Friendly

Developing “I Can” StatementsDeveloping “I Can” Statements

Student Friendly TermsStudent Friendly Terms

““In order for the learning intention to be shared effectively, it In order for the learning intention to be shared effectively, it needs to be needs to be clear and unambiguousclear and unambiguous, so that the teacher can , so that the teacher can explain it in a way that makes sense to her children.”explain it in a way that makes sense to her children.”

“…“…the task has to the task has to matchmatch the learning intention for the children to the learning intention for the children to have a chance of fulfilling it.”have a chance of fulfilling it.”

The learning intention “needs to be the main focus of The learning intention “needs to be the main focus of feedbackfeedback.”.”Shirley Clarke in Shirley Clarke in Unlocking Formative AssessmentUnlocking Formative Assessment

Considerations…Considerations…

I can tie my I can tie my shoes.shoes.

I can I can complete my complete my work on time.work on time.

Remember This…Remember This…

Learning targets need to be clear to Learning targets need to be clear to all students. all students.

Not all learning targets are unclear Not all learning targets are unclear and need to be converted into and need to be converted into student friendly language.student friendly language.

Activities should be selected/planned Activities should be selected/planned AFTERAFTER the learning targets are the learning targets are established.established.

A Mathematics Example

Math Decimals

Page 152 in the book Going on a decimal hunt

Read decimals and put them in order

Subject

Topic

Assignment

Activity

Learning Target

   Converting Learning Targets to Converting Learning Targets to Student-friendly LanguageStudent-friendly Language

 Steps:1. Identify an important or difficult learning goal.2. Identify word(s) needing clarification.3. Define the word(s). 4. Rewrite the definition as an “I can”   statement, in terms that your students will understand.5. Try it out and refine as needed.6. Have students try this process.

Considerations…Considerations…

Don’t Don’t oversimplify!!oversimplify!!

IDENTIFY is IDENTIFY is not the same as not the same as ANALYZE!ANALYZE!

Grade 2 Math Foundational Objective:Grade 2 Math Foundational Objective:demonstrate a sense of spatial awareness and familiarity with demonstrate a sense of spatial awareness and familiarity with

two- and three-dimensional shapes and recognize two- and three-dimensional shapes and recognize relationships between geometry and the environment.relationships between geometry and the environment.

Learner Outcome Learner Outcome Addressed: Addressed:

design classifications design classifications and sort three-and sort three-dimensional objects dimensional objects according to various according to various characteristicscharacteristics

Student “I Can” Student “I Can” Statements: Statements:

I can sort 3D objects I can sort 3D objects into groups and explain into groups and explain why I put them into why I put them into each group. OReach group. OR

I can sort 3D objects I can sort 3D objects into groups and create into groups and create names for each group. names for each group.

Grade 8 Arts EducationGrade 8 Arts EducationFoundational Objective:Foundational Objective:

Develop an understanding of the elements of art and the principles of design Develop an understanding of the elements of art and the principles of design and learn to apply this understanding to their expressions and responses to and learn to apply this understanding to their expressions and responses to

works of art.works of art.

Learner Outcome Learner Outcome Addressed: Addressed:

continue to extend their continue to extend their understanding of the understanding of the elements of art through elements of art through exploration and analysis exploration and analysis

continue to apply their continue to apply their understanding of the understanding of the elements of art when elements of art when discussing, analysing, discussing, analysing, developing and reflecting on developing and reflecting on visual art worksvisual art works

Student “I Can” StatementsStudent “I Can” Statements::

I can analyze and discuss I can analyze and discuss how an artist chose to how an artist chose to manipulate line, colour, manipulate line, colour, texture, shape and form for texture, shape and form for a particular purpose/effect.a particular purpose/effect.

I consider and choose the I consider and choose the best way to manipulate line, best way to manipulate line, colour, texture, shape and colour, texture, shape and form when creating visual form when creating visual art works.art works.

Grade 4 ScienceGrade 4 ScienceFoundational Objective:Foundational Objective:

Explain some aspects of cell theory.Explain some aspects of cell theory.

Learner Outcome Learner Outcome Addressed: Addressed:

Recognize the Recognize the relationships between relationships between cells, tissues, and cells, tissues, and organs. organs.

Recognize the Recognize the characteristics of cells, characteristics of cells, tissues, and organs. tissues, and organs.

Student “I Can” Student “I Can” StatementsStatements::

Your turn!!!Your turn!!!

  Activity Activity in your grade groupin your grade group

Using the activity sheet Using the activity sheet “Sharing Learning Targets” as a guide, look at the outcomes (targets) for a ” as a guide, look at the outcomes (targets) for a topic you are or will be teaching this year.topic you are or will be teaching this year.   MECY LINK   

a. Identify the type of targeta. Identify the type of targetb. Determine whether to share as is or to convert it b. Determine whether to share as is or to convert it to student friendly languageto student friendly languagec. Determine whether a student friendly rubric or c. Determine whether a student friendly rubric or checklist is neededchecklist is neededd. Convert it to student friendly language if d. Convert it to student friendly language if deemed necessary.deemed necessary.      

Strategy 1: KEY POINTSStrategy 1: KEY POINTSProvide a Clear Statement of the Provide a Clear Statement of the

Learning TargetLearning Target

• Convert complex or unfamiliar targets Convert complex or unfamiliar targets to student-friendly languageto student-friendly language

  • Post them or have students keep themPost them or have students keep them

  • Connect learning targets to activitiesConnect learning targets to activities

    

Posting clear targets and regularly connecting student activities to the targets is the foundation for all other assessment practices. Investing time in this will have one of the biggest impacts on your students’ learning

The following page is a sample of one way a teacher connects the target to the learning in an ongoing way.

Do we want to save our work and have it added to Do we want to save our work and have it added to our division assessment folder on our website our division assessment folder on our website (Click on the sample work done by some Alberta (Click on the sample work done by some Alberta teachers) (teachers) (Database "I can" statements)?)?

What would you like to do in follow up to this What would you like to do in follow up to this session?session?

How can the assessment committee assist?How can the assessment committee assist?

. (. (

Reflections? Suggestions?

Works CitedWorks Cited

Mulgrew, Anne and Rawe, Elisa. Mulgrew, Anne and Rawe, Elisa. Conversations Conversations to Enhance Learning, 2008.to Enhance Learning, 2008.

Stiggins, Rick. Stiggins, Rick. Classroom Assessment for Student Classroom Assessment for Student Learning, 2006.Learning, 2006.

Stiggins, Rick. Stiggins, Rick. Student Involved Classroom Student Involved Classroom Assessment, Assessment, 1997.1997.