Page 1
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 1
Dr.ConnieM.Moss,Director,Ed.D.inEduca3onalLeadershipDuquesneUniversitySchoolofEduca3on
406CanevinHall•PiDsburgh,PA15282•[email protected]
A Learning Target Theory of Action: Moving Beyond “I can” Statements
LearningTargetTheoryofAc1on 0
1
From the Student’s Seat
ü Whatareyousupposedtobeabletodoattheendofthelesson?
ü Whatmustyoulearntobeabletodoit?
ü Howwillyoubeaskedtoshowyoucandoit?
ü Howwellwillyouhavetodoit?
ü Howconfidentareyouthatyoucan?
LearningTargetTheoryofAc1on
LearningTargetTheoryofAc1on 2
Page 2
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 2
LearningTargetTheoryofAc1on 3
Assessment Capable Students Can Answer the
Three Formative Questions:
4LearningTargetTheoryofAc1on
¥ WhereamIheaded?
¥ WhereamInow?
¥ Whatstrategyorstrategieswillhelpmeclosethegap?
LearningTargetTheoryofAc1on 5
Page 3
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 3
Achievement…
¥ Principalswhowalkthroughofthelessonshouldbelookingforevidenceofstudentunderstandingofthelearningtarget.
¥ Meansthatwearelookingforevidenceof“something”.
¥ Teachersandtheirstudentsshouldknowexactlywhatthat“something”isforeachlesson—thelearningtarget!
6LearningTargetTheoryofAc1on
Themosteffec=veteaching
andthemostmeaningfulstudentlearning
happenwhenteachers
designtherightlearningtarget
fortoday’slesson
anduseitalongwiththeirstudents
toaimforandassessunderstanding.LearningTargetTheoryofAc1on 7
A Learning Target Theory of Action (Moss & Brookhart, 2012; 2015)
Looking for A Learning Target: Do Students Know What They Are Supposed to be Learning and Are They Aiming For Understanding?
8LearningTargetTheoryofAc1on
Page 4
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 4
Today’s Lesson Must Have A Reason To Live!
(Moss & Brookhart, 2012, pgs. 28-29) ¥ Whyistheteacheraskingstudentstolearn:
ü Thischunkofinforma1on?
ü Onthisday?
ü Inthisway?
9LearningTargetTheoryofAc1on
Today’s lesson should serve a purpose in a longer learning trajectory
toward some larger learning goal.
LearningTargetTheoryofAc1on 10
Daily Lessons Should Add Up To “Something” Important
11
¥ Effec1veteacherscanexplainwhereinthesequenceofastudent’sprogresstowardthatstandardorgoal,eachspecificlessonlies.
Lesson5
Lesson4
Lesson3
Lesson2
Lesson1 LearningTargetTheoryofAc1on
Page 5
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 5
Potential Learning Trajectory
Explainthecharacteris1csof
pancakes.
Learntomixtheba`ertomake
pancakesthataremoistandfluffy.
Learnthestepsforhea1ngandseasoningthepancakegrill.
Learnwhenandhowtoflippancakes.
1 2
3 4
LearningTargetTheoryofAc1on 12
13
1. Describes—viawords,pictures,ac1onsorsomecombina1onofthethree—exactlywhatstudentswilllearnbytheendoftoday’slesson.
2. Usingdevelopmentallyappropriatelanguagestudentsunderstand.
3. Fromthepoint-of-viewofastudentlearningitforthefirst1me.
4. Connectedtoaperformanceofunderstanding—whatstudentsdo,say,makeorwrite—duringthelessontodeepentheirunderstanding.
5. Providesdescrip1veLook-forsstudentscanusetojudgehowclosetheyaretothetargetinlanguagethatdescribesmasteryofthetarget,ratherthaningradingorscoringlanguage(le`ers,points,numbers,percentageright,numbercorrect,etc.).
LearningTargetTheoryofAc1on
Characteristics of a Learning Target
14
Moss&Brookhart,2012,pgs.18&19LearningTargetTheoryofAc1on
Page 6
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 6
15
Ifstudentscompleteeverythingtheteacherasksofthemduringthelessonhowconfidentwouldyoubetousewhatthestudentsdo,say,make,and/orwriteasevidencethatstudentsunderstandwhattheteacherintendedforthemtolearnandbeabletodo?
Ultimate Question
LearningTargetTheoryofAc1on
A Learning Target Is A Promise We Make To Our Students…
16LearningTargetTheoryofAc1on
I promise that before this lesson is over you will understand _____ and be able to ____
17LearningTargetTheoryofAc1on
Page 7
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 7
18LearningTargetTheoryofAc1on
The Learning Target: WhatamIlearning?WhatwillIbeabletodowhenIfinishtoday’slesson?
(Thesharedlearningtargetstatement)
WhatconceptsandskillsareimportantformetolearnandunderstandsoIcanusethisinforma3on
todoit?(Lesson-sizedchunk
ofcontentknowledge,skills,
reasoning)
HowwillIbeaskedtoshowthatIcan
doit?(PerformanceofUnderstanding?)
HowwillIknowIcandothis?
HowwelldoIhavetodoit?
(StudentLook-Fors?)
Looking for A Performance of Understanding: Does the Lesson Translate the Learning Target Into
Action for the Students?
19LearningTargetTheoryofAc1on
¥ Today’slessonshouldmakethetargetvisible.
¥ Placethebowandarrowintotheirhands.
¥ Andrequirethemtofire!
20LearningTargetTheoryofAc1on
It Isn’t a Learning Target Unless Students Use it to Aim for Understanding
Page 8
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 8
Performance OF Understanding
Whatstudents:DO,
MAKE,SAY,WRITE
Showsstudents…Developsstudents’…Givesevidenceof…
Essen1alknowledgeandskillsstudentsareintendedtolearn
21LearningTargetTheoryofAc1on
Performance of Understanding
22
A Performance of Understanding Assesses:
Providescompellingevidenceoftargetedstudent
understandingandskills
Instructs: Developstargetedstudentunderstandingandskills
LearningTargetTheoryofAc1on
ü Islearningdrivenratherthanac1vitydriven.
ü Offersstudentsthingstolookforintheirlearningandworktoassesstheirownlearningprogress.
ü Providescompellingevidenceofstudentprogressthattheteacherandthestudentscanusetomakedecisionsaboutmastery.
23LearningTargetTheoryofAc1on
Page 9
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 9
11th Grade English • LessononShakespeare’sJuliusCaesar.
• Objec3vesontheBoard:ü ThestudentswillbeabletolearnwhoJuliusCaesarwasandhissignificancetohistory.
ü StudentswilllearnwhoWilliamShakespearewasandhissignificancetoliterature.
• Studentsusetheirtextbookstocompletea100-ques3onstudyguide.
2424LearningTargetTheoryofAc1on
Shakespeare1. Hewasbornhere________________andbap1zedin____________.2. Hisfather’snamewas_____________andhemadehislivingasa____________.3. IngrammarschoolShakespearelearned____________.4. HowmanyplaysdidShakespearewritebeforehere1red?_________ThePlay:TheResultsofViolence1. FromwheredidShakespearedrawhismaterial?_____________2. 2,000yearsagoRomangeneralshadhuge________________________.3. PompeymarriedCaesar’s_________byhisfirst_________.4. For8yearsCaesarandhisarmiesroamedEuropeconquering_________and
_____.5. CaesarmarchedonRome,tookcontrol,andchasedPompeyallthewayto_______.
ReadingSkillsandStrategies1. Archaicwordsarewordsthatwerarelyusetoday.Definethefollowing:
• Alarum• Be1mes• Hie• Prithee• Smatch
2525LearningTargetTheoryofAc1on
26LearningTargetTheoryofAc1on 26
Performance Predicts Learning Quality
Page 10
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 10
Timing is EVERYTHING!
¥ AperformanceofunderstandingisNEVERhomework.
27LearningTargetTheoryofAc1on
LearningTargetTheoryofAc1on 28
Formative Learning Cycle
Student Look-Fors: Are students using appropriate criteria for success in
their work and learning?
29LearningTargetTheoryofAc1on
Page 11
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 11
Student Look-Fors Complete the Learning Target
30
LearningTarget
Statement
Lesson-SizedChunkof
ConceptsandSkills
Performanceof
Understanding
StudentLook-Fors
LearningTargetTheoryofAc1on
31LearningTargetTheoryofAc1on
ü Arepublicsuccesscriteriathatdefinewhatmasterylookslikefortheconceptsandskillsthatmakeupthelearningtargetofthelesson.
ü Areaboutlearning,notaboutcompliancewithdirec1ons.
Look-Fors Are the Description Bridge
¥ Theyhelptheclassroomlearningteam—theteacherandthestudents—recognizeandassessevidenceofstudentlearningandachievement.
¥ Theyconnectwhatteachersandstudentslookfor
andsee(theevidencethatcanbefoundintheworkstudentsactuallydoduringthelesson)andthejudgmentoflearning.
32LearningTargetTheoryofAc1on
Page 12
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 12
• Doteachershavecriteriathattheyusetoclearlydefinewhattheyarelookingforineachproduct/performance?
¥ Wouldanotherqualifiededucatordrawthesameconclusionsaboutwhatthestudentsknowandcando?
¥ Doestheteacherapplythecriteriathesamewayforeachstudentthattheteacherassesses?
33LearningTargetTheoryofAc1on
How Valid Are Your Assessments
• Doteachers’assessmentshavenega7veconsequences?
¥ Dostudentsgettheideathat“learning”meansmemorizingfactsthattheyneveruse?
¥ Dostudentsfeelincapableorstupidasaresultofhowteachersassessand/orinterprettheirperformances?
¥ Dostudentsgettheideathattheyare“awhiz”atsomethingbecauselessonsandassessmentsaretooeasyoronarotelevel?
34LearningTargetTheoryofAc1on
How Valid Are Teachers’ Assessments?
35
SpringResearchPaper“Rubric” Possible EarnedRoughDraf(+3pts.Extracredit) 5Introduc3on/Conclusion 10Body/Content 30Conclusion/Summary 20WorksCited(APAStyle) 15Tables/DiagramsLabeled 15OverallOrganiza3on/Content 45Grammar 7InTextDocumenta3on 20
“In The Head Criteria”
LearningTargetTheoryofAc1on
Page 13
ALearningTargetTheoryofAc1on2016MASSPConference
June28,2016
ConnieM.Moss,DirectorEd.D.inEduca1onalLeadershipDuquesneUniversitymoss@duq.eduwww.duq.edu/edleadership 13
36LearningTargetTheoryofAc1on
1. Connecttothelearningtarget.2. Aboutlearningnotcomple1on.
3. Shouldbeapplicabletomorethanoneassignment.
4. Appropriatetostudentlevelofunderstanding,observable,anddefinable.
5. Dis1nct.6. Formacompleteset.
7. Existalongacon1nuumofquality.
37LearningTargetTheoryofAc1on
The Learning Target: WhatamI
learning?WhatwillIbeabletodo
whenIfinishtoday’slesson?(learningtargetstatement)
Whatconceptsandskillsareimportant
tolearnandunderstandsoIcanusethisinforma3on
todoit?(Lesson-sizedchunk)
HowwillIbeaskedtoshowthatIcando
it?(PerformanceofUnderstanding?)
HowwillIknowIcandothis?
HowwelldoIhavetodoit?
(StudentLook-Fors?)
Todothiswemustlearnandunderstand:• Slopeistherate
atwhichalinechanges.
• Thereisaformulaforcalcula1ngslope.
• Anorderedpairisintheform(x,y)
• Slopeiswri`enasacommonorimproperfrac1on.
Giventwoorderedpairsyouwillshowthatcancalculateslopebyusingtheslopeformula.
Youwillknowthatyouunderstandhowtocalculateslopeifyourworkshowsthefollowing:• Isubs1tutedthecorrect
valuesofxandyintotheslopeformula.
• Isubtractedandcheckedmysubtrac1ontomakesureitwasaccurate.
• Isimplifiedandexpressedmyanswerasacommonorimproperfrac1on.
Todaywearelearninghowtocalculateslopeusingtheslopeformula:M=y2-y1x2-x1
38LearningTargetTheoryofAc1on
The Learning Target: WhatamI
learning?WhatwillIbeabletodo
whenIfinishtoday’slesson?(learningtargetstatement)
Whatconceptsandskillsareimportant
tolearnandunderstandsoIcanusethisinforma3on
todoit?(Lesson-sizedchunk)
HowwillIbeaskedtoshowthatIcando
it?(PerformanceofUnderstanding?)
HowwillIknowIcandothis?
HowwelldoIhavetodoit?
(StudentLook-Fors?)
Wearelearningaboutthedemocra1cconceptsthatguidedecisionsintheUSA(necessityofcompromise;equalityofpersons;majorityrule/minorityrights;individualworth)andhowtheconceptsinfluencelaw.
Todothiswemustlearnandunderstand:• Thepurposes
statedinthepreamblecancomeintoconflictwithoneanother.
• Americanlawsmustmeetall5democra1cconcepts.
YouwillbeaskedtoexaminetheUSGovernment’sreac1ontotheprotestsofmilitaryfuneralsandanalyzeiftheregula1onsmademeetall5democra1cconcepts.
Thesethinkingques1onswillhelpyouassessthequalityofyourunderstanding:• CanIdefineandprovide
examplesforthe5democra=cprinciples?
• DidIapplyall5conceptstothegovernmentregula=ons?
• CanIevaluatebothpiecesoflegisla=onanddidmyevalua=onsmeeteachdefini=on.
• DidIciteevidencefromtosupportmyconclusions.
