Learning Targets: Helping Students Aim for Understanding in Today’s Lesson 1 Learning Targets: Helping Students Aim for Understanding in Today’s Lesson Your name: ______________________________________________________ This activity asks you to apply what you are learning about learning targets to your instructional design and lesson delivery in your own classroom. You may let your principal know about the lessons you are working on and when you plan to teach them so that he or she can plan a walkthrough if desired. Step 1: Select and Describe the Lessons You Will Teach Select a unit or a group of lessons focused on the same topic. Pick a lesson group that will take you at least 4 or 5 days to complete. Use this section to describe the lesson group or unit, to show how it derives value from three sources: how it is based in content knowledge, curriculum goals, and students’ needs. Grade level for these lessons: ______________ Subject area for these lessons: __________________________________ Topic of this unit or lesson group (e.g., telling time, balancing equations, finding the main idea, etc.): How many days does the unit or group of lessons last? ________________________________ What summative assessment will certify what students have learned at the end of this unit or group of lessons? Describe the test, culminating assignment or activity on which you will base your grade for this unit or group of lessons. Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson 2 Why is it important that students learn these lessons? Describe the importance of the content (to the discipline or area of instruction) and its alignment to curriculum goal(s) and state standard(s). Explain why teaching these units at this time meets students’ needs (their readiness based on what they already know and can do and their preparation for future learning). Step 2: Draft a Potential Learning Trajectory for the Lessons within the Group or Unit Each lesson should present an increased level of challenge and should ultimately lead students to mastery of important curricular goals. For each lesson, state what students will learn, not what you will teach or what students will do. If you find yourself describing what students will do during the lesson, ask yourself: What will my students learn by doing this? 8th lesson, students will learn 8 th 7 lesson, students will learn 7 6th lesson, students will learn 6 5 4 3 2 1 Then they will learn Then they will learn Then they will learn In the second lesson, students will learn First, students will learn Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson 3 Explain how each lesson in the trajectory will elicit evidence of students’ content knowledge, skills, and reasoning processes that both students and teachers can use to help feed students forward along this trajectory. Describe how you will differentiate instruction as students’ work along the trajectory gives evidence of differences in learning. Step 3: On the following pages, design a learning target, performance of understanding, and look-fors for each lesson, using the four-step framework. Use additional sheets to match the number of your lessons. Write in the way you would speak to students. Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson What am I learning? What will I be able to do when I finish today’s lesson? (The target statement: Describe the learning in age and developmentally appropriate language that students would understand.) Today we are learning… What idea, topic, or subject is important for me to learn and understand so I can use this information to do it? 4 How will I be asked to show that I can do this? How will I know I can do this? How well do I have to do it? (Performance of Understanding) (Student Look-Fors) (Content knowledge, skills, reasoning) Attach an example of student work. To be able to do this we must learn and understand that… You will show you can do this by… You will know you have hit the learning target when you are able to say… Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson What am I learning? What will I be able to do when I finish today’s lesson? (The target statement: Describe the learning in age and developmentally appropriate language that students would understand.) Today we are learning… What idea, topic, or subject is important for me to learn and understand so I can use this information to do it? 5 How will I be asked to show that I can do this? How will I know I can do this? How well do I have to do it? (Performance of Understanding) (Student Look-Fors) (Content knowledge, skills, reasoning) Attach an example of student work. To be able to do this we must learn and understand that… You will show you can do this by… You will know you have hit the learning target when you are able to say… Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson What am I learning? What will I be able to do when I finish today’s lesson? (The target statement: Describe the learning in age and developmentally appropriate language that students would understand.) Today we are learning… What idea, topic, or subject is important for me to learn and understand so I can use this information to do it? 6 How will I be asked to show that I can do this? How will I know I can do this? How well do I have to do it? (Performance of Understanding) (Student Look-Fors) (Content knowledge, skills, reasoning) Attach an example of student work. To be able to do this we must learn and understand that… You will show you can do this by… You will know you have hit the learning target when you are able to say… Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson What am I learning? What will I be able to do when I finish today’s lesson? (The target statement: Describe the learning in age and developmentally appropriate language that students would understand.) Today we are learning… What idea, topic, or subject is important for me to learn and understand so I can use this information to do it? 7 How will I be asked to show that I can do this? How will I know I can do this? How well do I have to do it? (Performance of Understanding) (Student Look-Fors) (Content knowledge, skills, reasoning) Attach an example of student work. To be able to do this we must learn and understand that… You will show you can do this by… You will know you have hit the learning target when you are able to say… Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected] Learning Targets: Helping Students Aim for Understanding in Today’s Lesson 8 Step 4. Teach the lessons, reflect on your professional learning, and plan improvement goals. Consider the impact this lesson group had on your students. What is the biggest insight for you about planning and teaching lessons that include a learning target, a high quality performance of understanding, and student look-fors? Consider the group of lessons as a whole. How did each performance of understanding lead students to the kind of culminating performance (summative, graded assessment) that you will use to certify their level of mastery for this unit or group of lessons? What is the biggest challenge for you in planning and teaching lessons where students are asked to demonstrate their learning each day and use criteria to regulate and assess the quality of their work as they are producing it? List two professional goals for improving your ability to plan and teach lessons that contain high quality learning targets, performances of understanding, and student look-fors. Connie M. Moss, Ed.D., Director • Susan M. Brookhart, Ph.D., Senior Researcher Center for Advancing the Study of Teaching and Learning (CASTL) Duquesne University School of Education • 406 Canevin Hall • Pittsburgh, PA 15282 [email protected] • [email protected]
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