Provocation#2:Before,During,After Prompt:WhatarethebestwaytouselearningtargetsandlearningscalesBefore,During,andAfterthelearningsequence/unitforwhichthey weredesigned?Together,letsgenerateasmanyideas/questions/answersaswecaninthenextweek.

Before

During

After

Helpsverymuchwithplanningthatis,Iused DuringIdefinitelyfindscalesusefulin Aftertheunit,thethingIcanENVISION tothinkaboutthebigpictureofwhatwe providingaconsistentpathforboththe (meaningIhavenotyetreachedthispointto wouldDOintheunitandsummative(for studentstofollowandmetofollowalongin mysatisfaction),isthatassessmentbecomes example:readRomeoandJulietandwritean pacewiththem(i.e.,perhapsadjustingto muchlesstimeconsumingandIcanstandby essay,orPoetryUnitdoaprojectthatwill meettheirneeds).Mybigproblemwiththe myevaluationofstudentswithmore looklikesuchandsuch),butnow,even useduringtheunitisthatIhavedefinitely confidenceandlesssubjectivity.Itwouldbe thoughwhatwedobigpicturemaybethe NOTwrappedmyheadaroundhowto myhopetodeveloptargetstosucha same,thestepsandsometimesthewholegoalmanage80kidsworkinawaythatusesthe workableextentthatitisveryclearwhenthe wearemovingtowardsismuchmoredistinct targetsandscalesinatimelymannertogive studenthasmetthestandard.Thenofcourse, andintentional.Breakingdowntheskillsthatfeedbackanddrivemyinstructionandtheir itwouldalsofollowthatIwouldknowjust PoetryProjectismeanttoassessandbeing practice/learning/improvement.Icanseehow wheretomeeteachindividualstudentaswe veryclearwiththosehelpsmeplandaytoday usingscalestoteach(forexample,thinking movedforwardthroughtthecourse.Molly lessonsandformativeactivitiesANDhelps aboutwhataskilllikewritinganalysiswould thestudentsseetransparentlywhattheunitis looklikeatvariouslevelsofproficiencyin Thisiseasy.Gradingisasnap.Verylittle allaboutandtheprocesstheyneedtomove ordertoshowstudentsthatprogress,or funtobehadingrading!Ilikethatturningthe throughtoachievethestandard.Molly havingthemworkwiththatskillinsomewayassessmentintotherequiredgradeiswork torealizewhatitisliketodo2levelanalysis,thatgetsfrontloaded.Ilikethatemphasisis vs.3levelanalysis,etc)wouldbeeffective, placedonstudentassessmentasopposedto butIdonthaveagoodhandleonhowto grading,andIlikethatthestudentisbrought incorporateenoughformativepracticethat inmeaningfullytotheprocessofassessing receivestruefeedbackfrommetostudents. his/herwork. Molly Usinglearningtargetshelpstoprovidea Itisimportanttoprovidethecheckin

roadmaptowherestudentswillbeheading throughouttomakesurethatstudentsarestill andwhattheendgoalis.Oncestudentsare focusedonthelearningobject/goal.Students providedwiththeroadmapofwheretheyare canchecktheirprogressandwillhelpprovide heading,theyaremuchmorelikelytocome theteacherwithdataiftheyneedtoalteror alongfortheridenowthattheyknowthe reteachtheirlesson.Thiswillalsoallow destination.Byprovidingthelearning studentstoperiodicallychecktheirprogress targets,itprovidesstructureforallstudents ontherubricsotheyknowwheretheyareat thathelpfacilitatethelearning. withexpectations. Dan Dan Byprovidingthecriteriaforsuccess(rubrics andlearningtargets)studentsaremuchmore Greatforclarityasyoubeginaunit.Forme, Fingeronthepulse.Rapidfeedbackand likelytobeabletomeetthosecriteria.This torefreshandpossiblyrevisitmainobjectives. constantcheckinforteacherandstudenton shouldalsomakethefinalassessmentmuch Forstudents,toseewheretheyareheading whetherlearnersareonboard,boredwith easier.Thiswillalsocutdownonthe andpotentiallymeetstudentswheretheyare, pace?orfallingbehind??Teachersand subjectivityofgradingasstudentshavehad ratherthanassumingtheyallcomeinatthe studentscancheckpulsewithreallyclear frequentcheckinsthroughthelearning sameplace.Foranyoneelselookingintoget targetsandscales. processandaremorelikelytomeetthe asenseofthecourse...parents,administrators Gabe learninggoals. makingscope/sequencedecisions,etc. Dan Gabe OnethingIlovetodowithwriting(andIhave Trackinggrowth,andreallygettingdataabout Iagreewithmanythingsalreadysaid. tomakesureIcreatetherightclassroom wherestudentsareatforaspecifictarget. Creatinglearningscalesbeforeinstruction environmentfirst)isassessandexaminetheir Possibleremediationforstandardwithout helpsateacherplanandclarifyobjectivesandworktogether.Wealldofirstdrafts(orparts wholecourserepetition?Futurecourse theareasthatrequiremoreorlessfocus.For ofthem)togetherandthenweusethelearning selectionbasedongapsinmeetingspecific students,reviewinglearningscalesbeforehand scalestogethertounderstandwhatmeeting targets? helpswithclarityandtransparencyin thestandardlookslike.Forexample,welook Gabe understandingtheirobjectives,givingthema atanintroductionanddiscusswhataboutit clearpictureofwheretheyaregoingandwhat meetsthestandardandtalkaboutchangesthe successlookslike.Learningscalesalsohelp authormightmaketohelpthestilllearning AfterwardIusethescalestoassesswhere parents,specialeducators,administrators,andsectionsmeetthestandard.IfIcanmanagetostudentsarerelativetothestandardandthen

otherssupportlearners.Dorienne

createapositiveatmosphereinmyclassroom shifttobeforemodeasItransitiontothe thisexercisefeelshelpfulandnonthreatening,nextunit. Bill:Myearlytrainingasateacherdrilledinto moreinvitationalthanevaluative.Dorienne Ialsoaskstudentstousethescalesto methenecessityofdeterminingaKUD(what selfassessaftercompletinganassignment. allstudentswillKnow,Understand,andbe Kari abletoDo)foracourse/unitsbefore Ilikethefingeronthepulseideathat designingmaterials/instructionalplans.This someonementioned:formativeassessment wasinconvenient,soIresistedattimes, duringaunitfeedbackforbothstudentsand Wegivethestudentsaprogressreportaftera thoughovertheyearsIvecometoseethe teacher. completedunitwithwheretheystandonthe essentialnessofbackwardsdesignifthegoalDuringaclass,Ivealsobeenexperimenting measuredtargets.Theydonotreceive istogetallstudentstoacommondestination.withusingthescalesandassociatedreflectionnumber(nowthatwevedoneawaywiththe Andherestherub:inordertodifferentiateinquestionstohelpstudentslearntoengageina14)gradesorlettergradesonindividual waysthatmeetstudentsneeds,weneedto thinkingprocessastheywrite(partofmy assignmentsjusthowtheydoontheskills.I getsuperclearaboutwhatweregoingtothe makeitexpliciteffort).Kari wouldlovetohavetimetositdownwithkids matover.Whenlearnersexperiencethisa andhavemoretimetoreflect,butusuallywe teacher/classculturerelentlesslycommitted haveaquickturnaroundtothenextunitand toallstudentsmeetingorexceeding, KatieandIliketobreakeachtargetdown havetogetgoingonceagain.(KatieK) regardlessoftheirstartingpointtheycommitwiththekidsandworkontheindividual tothework,too.IthinkitwasRickStiggins pieces.Wecangivestudentsquickfeedback Aftertheunit,Iusethetargetsandscalesto whowrote,Alllearnerscanhitatargetifit ontheirworkandthencreateDIdlessons assessstudentlearning.Whiletheclass staysstilllongenough.IfImnotsuperclearwhichhelpstudentsmoveforwardintheir typicallymovesontoanewsetoftargetsfor aboutwhattargetswillstaystill,thenmy targets.Wejustswitchedthelanguagefrom anewunitfollowingthesummative,some studentsarenteither,andtheoperationis 14onthetargetstoIcandoitandIcan studentscontinuetoworktomeettargets sunkinamorassofdeadeningcompliance. rockthisforthe3and4columnanditwas fromthepreviousunit.Iusethetargetsto Moreover,Ithinkitsimpossibleforteachers cutetohearkidssayIcandothiswhen guidemychoicesforadditionalpracticefor tofigureoutthebestwaytomeettheneedsoftheygotsomethingbackratherthanIgota thesestudentsandtoreassessthemwhen alltheirstudents.Weneedourstudentshelp. three.Ithinkthelanguageismorepowerful theyhavecompletedtheiradditionalpractice Consequently,wevegottosharethemap forthekids.(KatieK) andreceivedfeedbackonit.MCarter withthemsothatwhenwegetlostwhich inevitablyhappenswhiletryingtogetall AddingontowhatKatiesaid,wealsohad Thisiseasy.Gradingisasnap.Verylittle learnerstospecificlearning studentsselfassessthefirsttimeweusedthisfuntobehadingrading!Ilikethatturningthe outcomestogetherwecanfigureoutwhatto newlanguage(Icandoit,Making assessmentintotherequiredgradeiswork

do.

Progress,etc.),andIfeltasthoughtheir thatgetsfrontloaded.Ilikethatemphasisis assessmentsweresomuchmorehonest. placedonstudentassessmentasopposedto Familiarizingstudentswiththethelearning Studentswhoshowedtheycoulddoitbut grading,andIlikethatthestudentisbrought goalsortargetsbothverballyandgraphically neededhelpweresomuchmorecomfortable inmeaningfullytotheprocessofassessing offersstudentsachancetogetonboard. circlingMakingProgressthantheywould his/herwork.RBarnes Theywillcomealongfortheridewhenthey havebeena2.Itsbeautifulhowthelanguage knowthedestination,asDanwrote.They sopowerfulhasmadethetargetsmore Idlovetohearmoreideasastohowtohelp alsoneedtowanttoreachthedestination. invitingforstudentsalready.Italsohelpedas studentstracktheirprogressonskillsatthe Studentsneedtounderstandthepurposeof wethenweremoreclearlyabletodetermine endofaunitandtoseetransfertoother thelearningtarget. whoelseneededadditionalhelpwiththeskill. units,classes,andsubjects.Whatisnextfor Thismayevencomebeforeanythingelseso meistocookupsomemeaningfultypeof studentsarealsoenthusiasticaboutacquiring Anotherthingwetriedhavingstudents reflectionitsimportantandworththetimeit theskillandmeetingthelearningtargetsmore practicewritingICanDoItleadstatementswilltake.Thisstudentledselfawarenessisso thanbeingledalongapathwehavedesigned,inagroupandthenworktoourTransfer critical,andweusedtodomorestudentled evenifwehavedesignedittogetherwith whichforthiswechangedtoanICanRock trackingbeforewegotourniftySBL them. Thiscolumnforthisskill.Thedifference reportingsystem(Jumprope).NowIfearthat Soforme,andmyfocusasawritingteacher, requiredstudentstoplaywiththelanguage, thereportsjustallgointotheirbinderstobe developingtheIsearchmodelalsoplaysabig theirchoiceofwordsandtheorderoftheir forgotten,aliteraljungleOfcourse,weuse roleinstudentsbuyingintothelearningtargets subject&assertionandthiswasa thedatatohelpguidewhatweworkoninthe andscales.Linda marvelouswaytoplaywiththelanguageinthe nextunit,butIdliketomehelpingstudentsto scalesthatwasinvitational.Idloveformore takeonsomeofthisreflectionworkmore Itoouselearningtargetsaspartofthe ideaslikethis,asIgleanedthisfromanother often.KatieAK planningprocess,especiallytoplanthewayI colleagueatmyschool.KatieAK willsequenceinstructionoverthecourseof Idonthavetogetcaughtuponmissing theyear.. Duringtheunit,Iusethetargetsandscalesin assignmentswhenitcomestimetoassessat Imalsoexperimentingwithhavingkidsread threeways:toprovidefeedbacktostudents theendofaunit,forexample,becauseIcan partsofthescalesbeforetheybeginan onformativeassessments,tokeepmyself oftenlookatatrendinastudentsformative assignmentbecauseIwasfeelinglikethey focusedonthelearning,andtodifferentiate workanddeterminewhetherthestudentis werentreallyclearonwhat,specifically,I studentworktohelpthemmeetthetargets. readyforasummativebecauseIcansee waslookingfor.Theyre9thgradersandso Thispartofthelearningprocessisaloop: whetherthestudentisontargettomeetthe forgettousethetoolsattheirdisposal.Kari facilitate/learn,assess,reacttoassessment, targetonthesummative(evenwithamissing repeat.MCarter assignmentorpracticework).Cyndy

Asmanyofyousaid,Iusethetargetsfor Targetsalsohelpmetoplanforthenextunit, planning.Weoftenusethemwithstudentsand Thescalesaregreattosharewithstudents basedonhowwellstudentshavedone.DoI tracktheirprogressonaparticularskill alongthewaysotheycanreadjustthemselvesneedtorevisemyapproachandreviewmore throughouttheyear.Theylookatwherethey andseethegrowththeyremaking.Italso ofthesetargets?Aresomestudentsreadyfor standpriortotheunitstartingandthenagain keepstheballintheircourttohavethemthink thenextleveloftargetswhileothersneed attheend(hopefullythereissomegrowth abouthowwelltheyaredoing.Thescales moresupportoncurrenttargets?Cyndy there).IlikewhatDansaidaboveinthatthey alsoallowalevelofdifferentiation.Inour providearoadmapforstudentsastowhere school,whereweusea4pointscalefor Studentsreceiveaunitbasedgradereport theyaregoingfortheunit.Wevealsoused grades,studentsunfortunatelyeasilyidentify basedoffofthetargets. thematparentconferencestosharewith the4,3,2,and1andfocuslessonwhatitis Theythenbecomecriticalindeterminingwhat parentswherestudentsstandoncertainskills theycando,butatleasttheyarewrittenina weneedtofocusonforthenextunit.What insteadofthehowcanmykiddobetterin fashionthatislessnegativeandhelpsmeand arethestudentneeds?Howmanystudents class,theconversationchangesandismuch thestudentidentifywheretheyaresowecan arestillstrugglingwithspecifictargets?How richerforstudents,teachers,andparents.I pickthingsupthere.RBarnes manystudentshavealreadyearn4sonthe wishwediditmoreoften.(KatieK) targetsandneednewchallenges? ~Garett Beforetheunit,writingthetargetsorusing IattachLearningTargetstoformative somethatexistalreadyhelpsmedefinethe assessmentssothatstudentsunderstandthe Attheendofourlastunit,wetriedsomething work/learningthatwillhappen.Oncethe purposeofassignmentsintermsofthe new.andarepleasedtoreportthatour targetsareestablished,Iusethemtomakea learninggoals.Iwritetargetsontheboardin experimentworked!Atthispointintheyear roadmapoftheunit...aroughideaofhowthepurposestatementssothatstudents wehad11veryspecificLTsthathadbeena learningmayoccur.Duringthisprocess,I understandtheoverallpurposeoftheactivities focusforthelast5orsoweeks.Wewere alsoanticipatetheplaceswheresome wewillbedoing.Settingthelearninggoalsfor reallygettingintothenittygrittyofwritingan differentiationmaybenecessarysoIhavethat theday,theclass.Todifferentiate,students academicessay,sowebrokedownour inmindwhencollectingandorganizing mayhavedifferenttargetsontheirtask, originalintortargettothreecomponents: resources.Atthispoint,Ialsosharethe dependingonthetargetleveltheyareworking hook,overviewandthesisandtheirwas targetswithmystudentssotheyknowwhatI towardsatthetime.Inthisway,studentsare guidedpracticeonanalmostdailybasis expectthemtolearn.MCarter notnecessarilyworkingonthesametargetsin duringwhichstudentsweregivenaseriesof oneclassperiod.Cyndy prompts,andafter4writingprompts,they Ilikeconceptualizingwhatweneedto hadpracticedandrefinedtheirwritingona accomplishaheadoftime.Havingaclear Wewritethetarget(s)weareworkingon consistentbasisandreceivedacombination visionofwherethelearningisgoingisvital. fortheclassontheboard.Attheendofclass, ofwrittenandoralassessmentontheirwork.

Withoutititsliketryingtobuildabridge studentsselfassesstheirprogressonthe Atanyrate,afterhavingstudentswalkus withoutblueprintsitmightwork.Ilikegiving specifictarget.Theseselfreflectionsarepart throughasummativeintheformofasitdown studentstheclarityaheadoftime.Ioftentry ofthestudentsportfolio.Wegivefeedback meetingwithbothGarettandI,wehad toincludethemincreatingsomeofthescales onthetargetstostudentsandmore enoughdata,bothrecordedandfrominclass whereappropriateandpossible.RBarnes importantlytheportfoliosarepartofourend observations,togiveaconfidentdatapoint oftheunitdiscussionwiththestudents. foreachofthe11targets.Onewas Itshardnottorepeat,butwhatscriticalfor Thedailytarget(s)areagreatwaytodoon CommunicationandtherestwereLTsunder meisworkingtomakesuretheonewhois thespotquickassessmentsonthestudents. theWritingstandard. doingistheonelearningisfocusedonan Wealsousethetargetstokeepusontrack outcome/targetthatisclear.Usingtargetsthe withthepurposeoftheunit.~Garett BeforewehandedoutthisUBGreport, pastfewyearshasmademyplanningsomuch studentsweregivenalistoftheLTsandthe morepurposeful,anddifferentiatinglessons Ourportfolioidea,whichwestartedlastunit languageassociatedwiththemthatclarified forstudentsbasedonwheretheyarealong andworkedinsomerespects,isawayforus whatIgotitorachievedthestandard thetargethelpsusensureallstudentsarein tohelpstudentsbeaccountablefortheirown meant.Weaskedthemto,onascaleof14, theirlearningzone.KatieAK learning,especiallynowthatHabitsareno toselfassess,usinghalfandquarterpointsas longerincludedintheUBGreport.Onething necessaryandtoputthisscorenexttothe LearningTargetsprovidethebasisfor werealizedduringthislastunitisthatmanyof listedLTandsubsequently,foreachstudent backwarddesign,determiningwhatthe thestudentswerewellpasta3stageand toprovidewhattheysurmisedwastheir targetsarefortheunit(whatwillbeassessed, intothe4ssandassuch,itmadesenseto overallscore(grade)theyachievedduringthe whatisnewlearning,whatneedspractice), tryachecklistideaforourcurrentunit. unit.Next,wegavethemtheirUBGreports andallofthiscanbesharedwithstudentsin Fromthestudentperspective,IthinktheLTsandtheLTswereinthesameorder.They theunitKUDsothattheyareclearonthe havegiventhemamuchclearedsenseofwhyweregivensometimetoreflectandweasked specificLearningTargetstheywillbeworking wespendsomuchtimeteachingand themquestionslike1.)WerethereanyLTs with.Cyndy practicingtheoverarchingstandardsof thatwereremarkablydifferent(asin.5ora ReadingandWriting.andCommunication, wholepointoff)?2.)Giventhisreport,what Itishardnottorepeatsomeofthegreat underwhichallofourLTsarenestled.For istheorderofLTsthatyouwouldlike pointsalreadymade. example,welikethefactthatthelanaguage continuedpracticeworkoninorderto Learningtargetshelptoclarifywhatmy usedinourWritingTargetsislanguage achievethestandard?Wehadsomeother purposeshouldbeindesigningthelearning studentsusewhendiscussingthewriting reflectivequestions,butthegistofthis environmentandcontenttobecoveredinthe targetsandhelpingeachothertoimprove(as responseisthatafterlookingat80reflections, upcomingunit. infirstpartanalysis(whytheevidenceis therewasnotonestudentwhohadserious Wehavebeenbeensharingthetargetsfrom important)and2ndpartanalysis(howthis issuewiththescorestheyreceived.Infact,

thepreviousunitwithourstudentsinorderfor evidencethensupportstheirleadandthesis). onlytwostudentscamebackandaskedfor themtounderstandwhatthepurposeofthe Studentsandourteammembersnowusethis clarification,andthishadtodowiththeidea unitisfortheclassandmoreimportantlyfor languagewhendiscussingevidenceinother thateventhoughtheyhaddoneareallysolid studentsindividualgoals.Wehavebeentrying classesaswell,especiallyscience. jobononepractice,theskillwasnot tohavestudentssetgoalsforthemselvesin consistentenoughtogiveahigherscoreyet. advanceofeachunit.~Garett Again,IreferbacktoBackwardDesignand Iwasreallyexcitedtoseethatmostofthe KUDswhenIthinkofusinglearningtargets studentsselfassessmentandourassessment ToaddtowhatGarettsaidabove,Ithinkone duringaunit.Thelearningtargetsideallywill linedup,especiallyassomuchfeedbackthis importantlessonwehavelearnedwhenusing beeasierforstudentstounderstandthanthe unitwasgivenonthespotinregardstooral targets,isthatbeforethestartofaunit,we wordingoftheKUDandthroughouttheunit, feedbackduringinclassworktimeandwas reallyneedtobehonestwitheachotherare Icanrefertothetargetsandtheassociated notnecessarilyalwaysrecorded. weREALLYgoingtohaveenoughpractice rubricswhendiscussingspecificskills.In (readenoughTIMEtoputinGOOD, addition,Iattachtheskillstojustabout ToaddresssomethingMollybroughtup meaningfulpractice)inorderforustoactually everythingIgivestudentsduringaunit above,GarettandIhavefoundthatthisability assessthisLTthisunit?Thisconnectstoour (notebookitems,exitcards,homework)andI tohaveonthespotconversationsduring slowbutsurerealizationthatlessismorein couldseeattachingablurbaboutalearning practiceandtheabilitytogiveoralfeedback regardstotryingtoaddresstoomanyLTsat targetinsteadwhichagainifwrittenwell asaformofassessment,isthebestpartof once,especiallyifwewantourteachingand enoughwillbeeasierforkidstounderstand.I ourcoteachingmodelbecauseofhowwe studentpracticetobeasmeaningfulas alsofindthatatleastwithmy6thgrade useourtimeandspace,studentsaregetting possible.~MichelleF. students,theyhaveahardtimefollowinga somuchmoreindividual,authenticfeedback rubricandbeingmoreconsistentbyusing thentheydidwhenwebothtaughtseparate IfeellikeImrepeatingalotofwhateveryone learningtargetsaspartoftheassessment classesandsawthestudentonlyeveryother elsehassaid.IthinkCyndyhaditrightonbyshouldhelp.Eric day.Seeingthemandworkingwiththem connectinglearningtargetstoBackward everydayreallymakesiseasytofeelgood Design.WhenIthinkoflearningtargetsand aboutjusthowwellweknowtheircurrent connectthemtoaKUDIthinkofboththebig skillsetinregardstotheLTs.Also,itgets ideas(theUnderstands)andthespecificskills prettydifficulttohidefromusiftheyare (theDos).Ithinkusinglearningtargertshelps frustratedornotmakingappropriate narrowdowntheskillstoamangablenumber progressionsincetheyseebothofusevery thatstudentswillunderstandandthatIcan day. assessaswellasprovidingagoodideaor twotobuildtheunderstandson.Ialsohave Additionally,thisresultedinmuchless

usedskillsfromKUDstodrivemy assessmentinthepastandIthinkImight learningtargetsmightworkbetterastheywill broader.Eric

subjectivitywhenplugginginthatfinalscore orgrade.Wetestedthistheorylastyear duringsecondsemesterwhenGarettusedthe pluggedindatatogettoanoverallscoreand Ijustusedmyknowledgeofthestudentand theiroverallprogressiononallofourLTs.. Myoffthetopofmyheadscorematched GarettsdatadrivenscorealmosttoaT.It wasinthiswaythatweknewthecoteaching modelwetestedwassomethingwewantedto doonafulltimebasisthisyear.~MichelleF. Idontknowabouttheideaofthereever beinganafter.Iwantkidstoseethata learningtargetissoimportantitruns throughouttheothertargetswedo.For instance,Iwouldhavealearningtargetbased aroundusingleastcommonmultiple,greatest commonfactor.Thistargetwouldcomeup againwhenwebeginworkingwithfractions. IdalsosuggestthatanyrubricIuseaspartof alearningtargetmightcomebackagainfora laterassessmentonadifferentlearningtarget andImightassesshowstudentshave transferedtheirlearningofapreviouslearning targettoanewsituationorsimplyiftheystill areabletounderstandtheearlierlearning target.Iguessitcomesdowntotheirnot reallybeinganafterforme.Withalearning targetweareeitherinthebeforestageofit notbeingintroducedortheduringstageof usingitandapplyingtheirskillwiththe

learningtarget.Eric