Planning for Active Learning

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Planning for Active Learning
THE LEARNING
TARGET
FRAMEWORK FOR
DOMAIN 1
November 5, 2013
SYNERGISTIC EFFECT
Learning
Target
(Overview)
Criteria for
Success
Domain 1:
Planning for
Active
Learning
POFU
Learning
Targets
OVERVIEW
 Learning Targets
THREE LEARNING
SEGMENTS
 Performance of Understanding
 Criteria for Success
DIG DEEPER AND APPLY
 Learning Targets
 Performance of Understanding
 Criteria for Success
1
2
3
ULTIMATE GOAL
I do some…
You do a little more…
SEGMENT 1:
LEARNING TARGET
I can understand the three components of
the learning target framework.
I can show this by demonstrating the
differences between a learning target, a
performance of understanding and the
criteria for success.
WEIGHING IN
• Pair up with two other people at your table for this
activity
• One person in each triad take out your smartphone
• Go to TEXT MESSAGE
LEARNING TARGET
WHAT IS IT?

What is the NEW LEARNING for the DAY?

It’s what I am teaching – the mini-lesson content
HOW MIGHT IT BE WRITTEN?
I can…
LEARNING TARGET
I can develop an understanding of how
squares and cubes are related.
PERFORMANCE OF UNDERSTANDING
WHAT IS IT?

What is the PRODUCT?

What will the kids do, say, write, create, etc.?
HOW MIGHT IT BE WRITTEN?
I can show this by…
PERFORMANCE OF UNDERSTANDING
I can show and explain how the
number of sides on a square and the
number of faces on a cube are
related.
CRITERIA FOR SUCCESS
WHAT IS IT?

What makes a HIGH QUALITY product?

If your students did a perfect job on the POFU,
what would that look like?

Think of language you might use on a rubric
HOW MIGHT IT BE WRITTEN?
I will know I am successful when I…
CRITERIA FOR SUCCESS
Show the correct number of sides for 5
squares.
Show the correct number of faces for 5
cubes.
Show/share an appropriate strategy.
Describe to a partner how the number of
sides on a square is related to the number
of faces on a cube.
TURN AND TALK
Which are Targets?
Which are Performances of Understanding ?
Which are Criteria for Success?
How do you know???
This is the statement…
I can participate in an investigation directing a
beam of light at different materials.
I can explain the difference between opaque,
translucent and transparent materials.
I can explain how different materials refract light in
different ways.
I can explain what happens when light strikes
transparent, translucent, or opaque objects.
Which component
is it?
POFU
CS
LT
CS
I can categorize materials as transparent,
translucent or opaque.
CS
I can provide accurate and detailed responses to
questions about refraction.
CS
This is the statement…
I can complete # of problems on arrays and all
partials independently.
I can work with partners to multiply whole numbers
using place value blocks and record my work using
short hand notes and arrays.
I can explain the solution to multiplication problems
I can multiply multi-digit numbers by one, two and
three digit numbers
Which component
is it?
CS
POFU
CS
LT
SEGMENT 1:
LEARNING TARGET
I can understand the three components of
the learning target framework.
I can show this by demonstrating the
differences between a learning target, a
performance of understanding and the
criteria for success.
3-2-1 – NOTE CARD
3 main components of the Learning Target
Framework
2 questions I still have about the components of
the Learning Target Framework
1phrase to describe my level of understanding of
the components of the Learning Target
Framework
YOU DO…
CREATE A LEARNING TARGET
In pairs, create a learning target – one that
you might teach in the next few days. Use
your curriculum if needed
RECORD it on the poster and hang it up in
the room
THE CONNECTION
TO DOMAIN I
1.Take out Domain 1
2.Think about Learning Targets only
3.Highlight the indicators in the Proficient
column that are accomplished just by
having and using a Learning Target
SEGMENT 2: Learning Targets
Delving deeper into the Performance of
Understanding
NOVEMBER 5, 2013
Learning Target
• I can apply my understanding of the
elements that comprise the POFU
To do this, you will need to…
• Create POFUs that are:
– Aligned to a Learning Target
– Aligned to the Rigor/Relevance Framework
– Include opportunities for Differentiation
Performance of Understanding
The performance of understanding is what the
students are:
Making
Saying
Doing
Writing
It demonstrates a:
1. Student’s understanding and skills; and
2. Provides compelling evidence of student’s
understanding and skills (formative assessment)
Synonymous
Learning
Task
Learning
Activity
Guiding Questions
1. What performance of understanding will help
my students develop their thinking and apply
their new knowledge?
2. What will students need to do, make, say or
write to show that they understand the
target, and how well will they have to do it?
Consideration
• How Rigorous and
Relevant is the
Performance of
Understanding
(what students are
making, saying,
doing or writing)
that you have
designed for
students?
Example Learning Target
I can accurately regroup when
solving two digit addition problems.
Example: Performance of Understanding
Given a pair of
equations such as
24 + 48 = 72, and 48
+ 24 = ___, apply a
rule that would
give the solution to
the second
equation of the
pair without adding
the factors.
As part of our study of Newington, plot
three coordinates on our Newington map
that you’d like to visit on a field trip. The
coordinates must be at least 14 miles
apart. Determine how many miles it will
take you to travel to all locations and
back. You need to write a letter to the
bus department explaining your field trip
route, how many miles it will take, and
why you think they should support this
field trip.
As part of our class survey, we found that
fourteen students have a pet dog and seven
students have a pet cat. What is the total
number of dogs and cats?
Solve
Solution
Example: Performance of Understanding
Given a pair of
equations such as
24 + 48 = 72, and 48
+ 24 = ___, apply a
rule that would
give the solution to
the second
equation of the
pair without adding
the factors.
As part of our study of Newington, plot
three coordinates on our Newington map
that you’d like to visit on a field trip. The
coordinates must be at least 14 miles
apart. Determine how many miles it will
take you to travel to all locations and
back. You need to write a letter to the
bus department explaining your field trip
route, how many miles it will take, and
why you think they should support this
field trip.
As part of our class survey, we found that
fourteen students have a pet dog and seven
students have a pet cat. What is the total
number of dogs and cats?
Solve
Solution
-How about for Foundational Skills?
-What Can We Do to Increase thinking,
development and retention?
• Moving beyond independent worksheet performance of
understanding…
• What can you do to increate thinking, development and
retention of concepts/skills? (Table Talk)
– Have students work in pairs to discuss their solution to
problems (cards and/or dice). Record their work in their Math
Journal.
– Have students use a place value mat to show their
understanding of solving the problem. Record their work in
their Math Journal.
– In a game-like format, small groups work in the following
roles:
– Banker – exchanges money
– Worker – Uses place value mat to ensure accuracy of banker
– Recorder – captures what worker is doing in writing as evidence of accurate
bank accounting
Where Does DI fit in?
• Differentiation: An Overview
– Focus on Understanding
– Engagement
– Assessment in Differentiation
– Instruction and Differentiation
POFU: The Gateway to Differentiation
• Review the DI Chart (2 min)
• Discuss w/partner where POFU fits
– Where does the LT reside?
– Where does CS reside?
• What implications for planning does this
have?
LT
POFU
CS
YOU DO!
DEVELOPING THE POFU
Using the posted learning targets:
• Find a neighbor’s Learning Target within your content
area
• Create one POFU for that target using the information
we just reviewed (R&R, DI)
• Consider:
1. What performance of understanding will help my
students develop their thinking and applying their new
knowledge?
2. What will students need to do, make, say or write to show
that they understand the target, and how well will they
have to do it?
***Go to at least one LTs and create one POFUs (10 minutes)
Time on Task
0 0 01 90 021345 9876543210
Hours
Minutes
Seconds
Learning Target
• I can apply my understanding of the
elements that comprise the POFU
To do this, you will need to…
• Create POFUs that are:
– Aligned to a Learning Target
– Aligned to the Rigor/Relevance Framework
– Include opportunities for Differentiation
Stop Light Assessment Method
Green Light: What we learned
in this segment
Yellow Light: In this segment, I
considered, a question, idea,
consideration, or new perspective
Red Light: Did anything stop your
learning: During this segment, ______
stopped my learning
CONNECTING TO
DOMAIN I
1.Take out Domain 1
2.Think about POFU only
3.Highlight the indicators in the Proficient
column that are accomplished just
through the POFU
Segment 3: Criteria for Success
I can apply my understanding of the
essential elements that comprise the
Criteria for Success
To do this, I will need to…
• Create CS’s that are:
• Aligned to the LT and POFU
• Clear
• Measurable or Feedback rich
• Relevant
Criteria for Success
The criteria for success is how well I need to do something;
or, the expectations – what we are “looking for” to
evaluate performance
CS In A Nutshell:
LT: I can apply the appropriate techniques to shoot a mid-range jump shot
(mini-lesson to teach technique)
POFU: From outside the three point line, students will dribble to the 14 ft.
marker and pull up for a jump shot (application of learning)
CS:
Jump straight up off the ground (approximately 1-2 feet)
Shoulder’s square to hoop
Hands wide on ball
Eyes looking 1 inch above end of basketball rim
Shooting arm between a 45◦ to 90◦ degree angle
Wrist and finger tips need to rotate toward rim as you follow-through
the shot
Criteria for Success
The criteria for success is how well I need to do something;
or, the expectations – what we are “looking for” to
evaluate performance
Another CS Exampe:
LT: I can draw inferences from the text. (mini-lesson to teach inferences)
POFU: I will read, identify, record and discuss the inferences I have found
in chapter 6 with members of my reading group. (application of learning)
CS: My inference…
Must be clearly articulated, both in writing and verbally, to the group
Must have at least three supporting pieces of textual evidence (use postits in the book)
Must be accompanied by at least one question
Must be verified by a group member
Must Haves for CS’s
• clear (articulated explicitly at the beginning of each
performance of understanding--though they may well evolve
over the course of the performance, especially if it is new to
the teacher as well as the students).
• relevant (aligned to the learning target and meaningful to
the student).
• public (everyone in the classroom knows and understands
them).
*****CAN BE STUDENT or TEACHER CREATED
Forms of Criteria for Success
• What are the forms of Criteria for Success?
• In your group, list all the different ways
you can share CS (Chart Paper)
• What did you come up with?
Developing the Criteria for
Success
Using the posted LT’s and POFU’s:
• Find a neighbor’s Learning Target and POFU within your
content area – can be different than the learning target
poster you already visited
• Create two CS for that LT and POFU using the information we
just reviewed
• Consider:
1.
2.
3.
Clear
Relevant
Public
***Go to at least one Poster and create two CSs (15 minutes)
CONNECTING
TO DOMAIN I
1.Take out Domain 1
2.Think about CS only
3.Highlight the indicators in the Proficient
column that are accomplished just
through the Criteria for Success
Planning for Active Learning
• Collaboratively or Independently, you can now plan for active
learning using the framework we focused on today.
• Formula for Planning for Active Learning using this framework:
• Plan for a unit of instruction, or at least 10 – 15 days in advance
• Use your curriculum to determine the essential learning
outcomes by the end of this timeframe
• Map each learning target backwards to achieve those outcomes
• Design the POFUs to match each learning target
• Identify the Criteria for Success for each POFU/LT
• ESSENTIAL QUESTIONS:
• How will I know if students are successful?
How am I meeting the needs of all learners in the classroom?
My TAKE-AWAYS for You
The three elements of Learning Targets
• Learning Targets
• Performance of Understanding
• Criteria for Success
Domain 1 Alignment
•
•
•
•
•
•
•
•
•
•
•
•
rigorous differentiated tasks and activities
anticipates student understanding
specialized instructional
actively engage students to think critically, creatively and solve problems.
clearly aligned to learning outcomes, standards and assessments.
clearly builds on the previous piece and purposefully engages students.
aligned with the CCSS
to build students’ ability to understand and make meaningful connections
to build students’ ability to represent, interpret and analyze
clearly aligned with instructional outcomes
A variety of assessments tools and strategies aligned to curriculum
Strategies are planned to engage students in developing and/or using
assessment criteria to assess their own work.
• Assessment criteria are clearly articulated.
Enjoy the Afternoon and…

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