Sept 19 - Extended Faculty Meeting #2
AGENDA:
|
|
For those that didn't make the meeting, please complete the Learning Targets
Exit Pass, meet with Robin or any VP, then submit to any VP or PD member!
Learning Target Questions/Concerns:
The best way to learn is to teach whether [it is] right or wrong. Good teachers will correct the wrong so both students and teachers end up learning…I want to know whether I am doing it correctly or not and how I can make it better.
Criteria and exemplars for good learning targets were shared at the faculty meeting to encourage self-assessment by
teachers. If you need additional assistance or feedback on your learning targets you can see Robin.
Is there any scientific research that says having a learning target visible to all students from beginning of class is beneficial?
Yes, there are more than a dozen studies regarding the effect of learning targets in the classroom. Hattie and Schmoker are
a couple who have done research on it. You can ask any PD member so we can give you research on it. The BIG THING is
that students have to interact with and internalize the learning targets for it to be truly effective.
Don’t all teachers know this? Sometimes I feel insulted because these “PD” days treat teachers as if they know nothing.
While many teachers know it, it is important for us to have a common understanding of learning targets. Knowing it and
making it a common daily practice requires emphasis and repetition.
Can there be more than one learning target per day?
Sometimes lessons extend to multiple periods. Is that okay?
Yes, it can be 1 but no more than 3 learning targets per day. Learning targets can be revisited the following day if more
practice is needed. Teachers should use formative assessment to determine if students are successful in each of the
learning targets. Learning targets may then be adjusted to meet student needs.
#4 is super specific and says “lines with the same slope and parallel lines”. That is not the same in #1, 2, & 3. Why is that? #3 doesn’t specify the differences students should know. #1 doesn’t say what the responsibilities and make up is. Exemplar #4 feels very anti-constructivist.
Learning targets may vary in specificity depending on the needs of the content being taught and student understanding of the content. These are examples of possible learning targets. The goal is to allow for teacher discretion and flexibility when designing learning targets.
I’m unclear the difference between do and demonstrate – should they be similar? Can they sometimes be the same thing?
Do are the activities (practice) done in class (e.g. we will fill out the worksheet to determine the main idea of the article or we will work in groups to measure the perimeter of the building).
Demonstrate is the assessment (formative or summative) that shows you have learned it. It is the performance of knowledge after the practice (e.g. exit pass that demonstrate the learning or a quiz specific to the learning target).
Couldn’t a learning target also be an essential question? I find that this has been working well w/ CSAP students. I also come up with hook questions related that will drive student thinking or make them feel connected to today’s lesson.
Yes, as long as it is clear regarding the learning of the day and specific to that lesson.
Criteria and exemplars for good learning targets were shared at the faculty meeting to encourage self-assessment by
teachers. If you need additional assistance or feedback on your learning targets you can see Robin.
Is there any scientific research that says having a learning target visible to all students from beginning of class is beneficial?
Yes, there are more than a dozen studies regarding the effect of learning targets in the classroom. Hattie and Schmoker are
a couple who have done research on it. You can ask any PD member so we can give you research on it. The BIG THING is
that students have to interact with and internalize the learning targets for it to be truly effective.
Don’t all teachers know this? Sometimes I feel insulted because these “PD” days treat teachers as if they know nothing.
While many teachers know it, it is important for us to have a common understanding of learning targets. Knowing it and
making it a common daily practice requires emphasis and repetition.
Can there be more than one learning target per day?
Sometimes lessons extend to multiple periods. Is that okay?
Yes, it can be 1 but no more than 3 learning targets per day. Learning targets can be revisited the following day if more
practice is needed. Teachers should use formative assessment to determine if students are successful in each of the
learning targets. Learning targets may then be adjusted to meet student needs.
#4 is super specific and says “lines with the same slope and parallel lines”. That is not the same in #1, 2, & 3. Why is that? #3 doesn’t specify the differences students should know. #1 doesn’t say what the responsibilities and make up is. Exemplar #4 feels very anti-constructivist.
Learning targets may vary in specificity depending on the needs of the content being taught and student understanding of the content. These are examples of possible learning targets. The goal is to allow for teacher discretion and flexibility when designing learning targets.
I’m unclear the difference between do and demonstrate – should they be similar? Can they sometimes be the same thing?
Do are the activities (practice) done in class (e.g. we will fill out the worksheet to determine the main idea of the article or we will work in groups to measure the perimeter of the building).
Demonstrate is the assessment (formative or summative) that shows you have learned it. It is the performance of knowledge after the practice (e.g. exit pass that demonstrate the learning or a quiz specific to the learning target).
Couldn’t a learning target also be an essential question? I find that this has been working well w/ CSAP students. I also come up with hook questions related that will drive student thinking or make them feel connected to today’s lesson.
Yes, as long as it is clear regarding the learning of the day and specific to that lesson.