Purpose: Teaching with Effective Learning Targets and Success Criteria

Destination: Purpose

Dr. Marci Shepard
Teacher University
9-12: 12-2-11
K-8: 1-30-12

Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012

ON TARGET

A Picture of Our Day of Learning


ON TARGET

Purpose as a GPS
GPS provides up-to-the minute information about:
Where you are

The distance to your destination

How long until you get there

What to do when you make a wrong
turn

(Moss, Brookhart & Long, 2011)

ON TARGET

Purpose as a GPS
But without knowing where you are going or
precisely how to get there…

http://www.youtube.com/watch?v=BIakZtDmMgo&feature=player_detailpage


ON TARGET

Purpose as a GPS
Learning targets convey the destination for the lesson:

What to learn

How deeply to learn it

How to demonstrate their new
learning

Without a precise description of where they are
headed, too many students are ―flying blind.‖


ON TARGET

Gallery Walk
• Read through all of the quotes on the
walls.
• Choose one that resonates with you
and/or stretches your thinking.
• Stand by the quote you chose. Share why you chose
that quote with the others who selected the same
quote. As a group, be prepared
to share out. Experts are on the
walls. I’m learning
with you.


Engagement Strategies Used Today
Strategy Transferability
1. Gallery walk 1. Activate prior knowledge, survey the
research, preview content


Mission and Vision
Mission: All students prepared for college, careers and life 5Ds
Vision: All students will develop knowledge, skills and attitudes to be successful
life-long learners and engaged citizens in a diverse, global society.
• Quality instruction in every classroom PLCs
• Articulated, aligned curriculum and assessments across the system
• 21st Century teaching, learning and leading
21st Cent
In everything we do, we will:
• Focus on learning, collaboration, results and continuous improvement
• Ensure data-driven decisions
• Provide equity of opportunities and resources
• Communicate with and engage students, families, staff and community

Critical questions that guide our work:
• What do students need to know?
• How will we know they have learned it?
• What will we do when they haven’t learned it?
• What will we do when they already know it?

PLC’s: A Shift from Teaching to Learning
Teaching Learning
Teacher knows what needs Student can articulate the
to be taught. learning target and why it is
relevant and meaningful to him or
her.
Teacher makes Student knows the learning
instructional decisions strategies to choose from and can
based on strategies that describe his or her learning
work for the class. progress.
Teacher measures Student measures performance
performance against set against his or her own progress.
standard for all students.
Teacher reports degree of Student articulates what s/he did
student success or failure well, what s/he needs to do
to students and parents. better, and what s/he will do
differently next time in relation to
the learning target and success
criteria.

ON TARGET
Why should we focus on the
learning?
A recent analysis of 53
research studies found that
when students were clear in
advance about what they
were learning, their
achievement was, on
average, 34 percentile
points higher on tests than
students in control groups.
(Marzano, 1998; McREL, 2000)

ON TARGET

learning?
In most cases neither
teachers nor students can
articulate what they are
supposed to be learning
that day; they can only
describe the activity or
assignment. There is a
glaring absence of the most
basic element of an
effective lesson – clearly
defined learning targets.


ON TARGET

learning?

Classrooms in which
there was evidence of
a clear learning
objective were ONLY
4% in a study of 1,500
classrooms!

(Learning 24/7)


ON TARGET

OSD and 5D

 Here‘s what.

 So what?

 Now what?


2. Here’s what. So what? Now what? 2.


What do you notice
and wonder about the
following learning
targets?


ON TARGET

Learning Targets
―To write a persuasive essay about a key election issue
to publish in our school Voters’ Guide.‖

―Good readers make personal connections to help
them understand what they are reading.‖

―Understanding Acute, Obtuse, and Right Angles‖

―What is the most justifiable interpretation of a
poem? How do we know?‖

―Survey your classmates to find out what foods
we should have at our class party next week.
Chart your findings.‖
Center for Educational Leadership

But wait, there’s more!
ON TARGET

Alignment of Target and Taskto publish in our school
“To write a persuasive essay about a key election issue
Voters’ Guide.”
Students read statements about controversial issues and checked boxes to indicate
―Agree,‖ ―Disagree,‖ ―Need More Information.‖
“Good readers make personal connections to help them understand what they
are reading.”
The teacher finished up a read-aloud where she asked students to turn and talk
about a time when they experienced the same feelings as the main character.
Students were asked to use sticky notes to mark 3 places in their independent
reading books where they made personal connections.
“Understanding Acute, Obtuse, and Right Angles”
Students took notes on each of the angles from a PowerPoint presentation and were
given a worksheet to complete at home that asked them to label angles. For extra
credit, they could use a protractor to measure the angles.
“What is the most justifiable interpretation of a poem? How do we know?”
The teacher had read a poem out loud to the class and asked them to turn and talk
about what they thought it was about and why. After some whole-class discussion,
he reviewed the different theories that emerged from the group and asked students
to consider what is the most justifiable interpretation of the poem by responding to
a few guiding questions.
“Survey your classmates to find out what foods we should have at our
class party next week. Chart your findings.”
Students worked in groups (pizza, ice cream, and soda). They walked
around with clipboards and interviewed each other about their food
preferences. They recorded their data by filling in boxes on graph paper.

But wait, there’s more!
ON TARGET

Standards-Based
―To write a persuasive essay about a key election issue to
publish in our school Voters’ Guide.‖
(11th grade, U.S. History)
―Good readers make personal connections to help them
understand what they are reading.‖
(2nd grade, Language Arts)
―Understanding Acute, Obtuse, and Right Angles‖
(10th grade, Math)
―What is the most justifiable interpretation of a poem?
How do we know?‖
(7th grade, Language Arts)
―Survey your classmates to find out what foods we
should have at our class party next week.‖
(4th grade, Math)


3. But wait, there’s more! 3.


Today we are developing a common
understanding of the dimension of Purpose.
Success Criteria (process):
• Describe the central ideas of Purpose
• Compare and contrast planning &
instruction with Purpose in mind
• Specify hope-to-sees/hope-to-hears for
Purpose
• Reflect and offer feedback




4. Learning target and success criteria 4.


ON TARGET

Boss-Secretary
1. Read Purpose vision statements and
guiding questions
2. Get in A-B partners
3. Draw an imaginary horizontal line
between Standards and Teaching
Point under Guiding Questions
4. B is Boss and A is Secretary for
Standards
5. A is Boss and B is Secretary for
Teaching Point





5. Boss-Secretary 5.


Planning and Instruction
with Purpose in Mind
A measurable learning target
guides instructional planning
―Think of your instruction as
being like a train that takes
your students from one place
to another. The question to
be answered by an objective
is, ―What are students
expected to be like when
they arrive at their
destination?‖
Masser

ON TARGET

PLANNING AND INSTRUCTION WITH
PURPOSE IN MIND


Purpose: What do you hope to see
ON TARGET

and hear?

Thinking about the critical
elements you discussed and
what we‘ve learned, what
would you hope to see and
hear if these were present
in a classroom?

Re-group






6. “Tracks of Our Thinking” chart 6.


ON TARGET

FEEDBACK


ON TARGET

Break
Effective instruction requires
that teachers be clear about
what it is they want students
to know and be able to do as a
result of each lesson and about
how they will gauge students‘
success. A clear purpose can
guide teaching decisions, focus
assessment efforts, and engage
students in taking ownership
for their learning.


I can write effective
learning targets and success criteria.
Success Criteria (product):
My learning targets and success criteria are effective if they
are:
• Written for one lesson
• Linked to previous and future lessons
• Based on knowledge of standards and students
• Transferable and relevant beyond the lesson
• Accessible and understood by all students
• Embedded throughout instruction
• Measurable
• Aligned with the task
• Used for student self-assessment

I can write effective
learning targets and success criteria.
Success Criteria (process):
• Unpack the success criteria for what makes a
learning target and success criteria effective
• Revise learning targets to make them transferable
• Write a learning target(s) collaboratively
• Describe how learning targets can help teachers and
students
• Write process success criteria that teachers and
students can use to measure a learning target
• Describe how success criteria can help teachers and
students
• Self-assess where you are in meeting the learning
target and the level of support you need

Having a clear, posted
purpose/learning target for a
lesson is not simply for the
benefit of the adults coming into
the classroom. The
purpose/learning target should
be directly tied to what we want
our students to know and be able
to do as a result of the lesson.
Grandview School District

Unpack the Success Criteria:
ON TARGET

Jigsaw in Color Groups
 You have been given a color
 Go to the table with the corresponding color
table tent
 Inside that table tent is one of the success
criteria and a quote
 With your color group, ―unpack‖ that success
criterion and prepare to share your thinking
with the whole group


ON TARGET

Jigsaw Share Out

For one lesson
―A shared learning target unpacks a ―lesson-
sized‖ amount of learning – the precise ―chunk‖
of the particular content students are to master.
It describes exactly how well we expect them to
demonstrate that learning.‖


ON TARGET

Jigsaw Share Out

Linked to previous and future lessons
―How teachers connect the teaching point of a
given lesson to prior learning, for example, is
critical for bridging students‘ understanding. …
Expert observers notice whether and how
teachers connect the teaching point to what
students already know and are able to do.‖

(Fink and Markholt, 2011)

ON TARGET

Jigsaw Share Out

Based on knowledge of standards and students
―How are we working backward from the
standard and forward from the students?‖ (Fink in
conversation, 2011)
―Are the standards high enough, reasonable, and
appropriate as we look at a teacher dealing with
different groups and different individuals?‖

(Saphier & Gower, 1997)


ON TARGET

Standard vs. Learning Target
Standard: What we Learning Targets: These
want students to be are statements of
able to know and do at intended learning
the end of any given based on the
time; standards are standards. Learning
provided by the state(s) targets are in kid
and derived from the friendly language and
National Standards. Also are specific to the
can be known as lesson for the day and
Performance Expectations directly connected to
(PE in math), Content assessment.
Standards (in science), GLE
(reading, writing, social
studies…)

Tacoma School District

ON TARGET

Jigsaw Share Out
Accessible and understood by all students
Sharing learning targets does not mean merely writing the
objective on the board or telling students what the
objective is in a sentence or two. Most students will, of
course, be able to repeat back to the teacher what she
said the objective was, and that can be somewhat useful.
What we mean by sharing learning targets and criteria for
success, however, is that students comprehend what those
objectives mean. For example, a reading objective might
be that students can identify the main idea in passages of
a certain type and level. What we want is more than
students being able to say "identify main idea." We want
students to understand that they will learn how to get a
better grasp on the meaning of what they read, why that
should be a goal for them, and what it feels like to do
that. For the student, this means both understanding the
learning goal and knowing what good work on the
assignment looks like. It's not a goal if the student can't
envision it. (Moss & Brookhart, 2009)

ON TARGET

Jigsaw Share Out
Embedded throughout instruction
―The teaching point can be observed in various
ways and focuses on what students are expected to
know and be able to do. Perhaps the simplest and
most direct communication can be observed when
teachers write the teaching point or objective for
the lesson on the board or state it explicitly for
students. However, as our expert panel was quick
to point out, observers may find evidence of the
teaching point of a lesson in the ways effective
teachers, for example, ‗target questions to lesson
objectives‘ (Stronge, 2002, p.76) or how the
teacher talks with students about the expectations
for learning or the relevance of what is to be
learned.‖ (Fink and Markholt, 2011)

ON TARGET

Jigsaw Share Out
Measurable
―We know that students‘ chances of
success grow markedly when they start
their learning with a clear sense of where
they are headed and when they play a
role in tracking and communicating about
their own progress along the way.
Teachers help them succeed, therefore,
by providing an understandable vision of
success (success criteria) with examples
of what success will look like when they
get there.‖

(Chappuis, Stiggins, Arter and Chappuis, 2005)

ON TARGET

Jigsaw Share Out
Aligned with the task
―The single most important method for
routinely sharing learning targets is using
assignments that match—really match—the
learning goal. It is in the assignment that the
teacher translates the learning goal into
action for the student. The student will strive
to do the assignment, not the abstract goal.
When we say an assignment or activity must
"embody" the learning goal, we mean that the
assignment or activity is such a close match
with the goal that the student would be able
to think, ‗If I can do [this assignment], then I
can do [the learning objective].‘‖ & Brookhart, 2009)
(Moss

ON TARGET

Jigsaw Share Out
Used for student self-assessment
―Do we want classrooms full of empowered,
self-regulated, highly motivated, and
intentional learners? If we do, then it is time
to own the obstacles that educators create
by withholding the very information that
would empower learners. Students cannot
regulate learning, use thoughtful reasoning
processes, set meaningful goals, or assess the
quality of their own work unless they
understand what success looks like in today‘s
lesson.‖






7. Jigsaw color groups 7.


ON TARGET

• For one lesson
• Based on knowledge of standards and
students
• Transferable and relevant beyond the
lesson
• Measurable


ON TARGET

Transferable and relevant beyond the lesson
―Transferability can be explored at various levels,
including transfer from one set of concepts to any
other, one school subject to another, one year of
school to another, and across school and everyday
non-school activities.‖

(Bransford, Brown & Cocking, 2000)

Muddling the learning target with the
ON TARGET

context
Muddled learning targets lead to:
 Focusing on the work instead of the
learning
 Mismatched activities that don‘t fulfill the
learning target
 Awkward success criteria

(Clarke, 2005)

Muddling the learning target with the
ON TARGET

context
“To understand the effect of banana production
on the banana producers”
What are students likely to focus on?
What is the teacher likely to focus on?

“To understand the effect of banana production
on the banana producers”
By separating the learning target explicitly from
its context, students are able to see the
connections: that learning targets can often be
applied to a number of different contexts.

(Clarke, 2005)


Turn & Talk: How does removing the context from these
ON TARGET

learning target statements make them transferable?
Learning Targets Needing Revision Revised Learning Targets
To write one body I can use data and
paragraph convincing counterarguments to
the principal to allow strengthen a position
a longer time for lunch in a persuasive essay
To analyze the use of I can explain how the
similes in Eve use of a literary
Bunting‘s Riding the device shapes the
Tiger theme in a story
Revised from Center for Educational Leadership and







8. Turn and talk 8.


Separate the learning target from the
ON TARGET

activity.
By separating the
learning target from the
activity, students can
apply the skill or concept
in a number of different
contexts. This
transferability is critical
to student learning.

Center for Educational Leadership and

ON TARGET
Revise one of the following learning
targets so it is transferable.
How do we organize the class data on number of
hours spent on homework into a graph?
How do we display data in an appropriate graph?
We are learning to include counterarguments in the
essay to be more convincing about the need for gun
control.
We are learning to anticipate the reader‘s
concerns about a topic and include counter
arguments in a persuasive essay.
Readers use visualization to picture the setting in
chapter 1 of Tuck Everlasting by Natalie Babbitt.
Use sensory images to begin to build the world
of the story early in a book.

ON TARGET

Write a Learning Target
Target
Resources:
 Different kinds
of targets
 Bloom’s
Taxonomy verbs Standard
 Verbs/phrases & Unit
that turn into
success criteria

Life
Relevancy
Today I can/will… Today we are learning to…

Circle of
Viewpoints

How does a learning
target help you?


ON TARGET

In what ways might a learning target be helpful to…
Teachers Students








8. Turn and talk 8.

9. Circle of viewpoints 9.


ON TARGET

SUCCESS CRITERIA
A learning target in and of itself
can look measurable, but unless
you explicitly spell out how it is
measured, then it isn‘t a
measurable learning target.


ON TARGET

Success Criteria

―A crucial role that assessment can play in
promoting learning, therefore, is to help
students understand the learning
intentions that the teacher has for them
and what counts as success.‖

(Wiliam, 2006)


ON TARGET

Success Criteria
Verbs that allow us to measure student
success and allow access for ALL students:

Analyze, build, classify, design,
investigate, prove, ask questions to
clarify, press others to explain or justify,
translate, graph, use evidence from the
text, use, estimate, represent, visualize,
make inferences, list, wonder, model,
connect, compare, describe …

ON TARGET

Success Criteria
Think of success criteria as the process of
―making sense‖ and ―figuring out‖.
When children are engaged in the kinds of
―verbs‖ on the list, it is virtually
impossible for them to be passive
observers.


Write your own process success criteria that
ON TARGET

students and teachers can use to measure a
learning target.
Resources: Tips to Try:
 Bloom‘s Taxonomy Participate in lesson as
verbs learners
 Verbs/phrases that Reflect on the thinking,
turn into success reasoning and actions you did
criteria in order to ―do the work.‖
Identify work using verbs that
allow for multiple entries,
effort, and measures success
List success criteria


ON TARGET

Displaying Success Criteria
o Posted with the learning target
initially
o Gathered one-by-one as the
task is being taught, explored
or modeled
o Student-generated after
modeling and guided practice
but before group or
independent practice (“So what
did we do first? Second?...”)


Circle of
Viewpoints

How does
success criteria
help you?


ON TARGET

In what ways might success criteria be helpful to…
Teachers Students


ON TARGET

Self-Assessment I do it
(independently)
What level of
support do you
need to meet
today‘s learning We do it
target? (with the
support of
colleagues)

You do it
(explain
and model)





6. “Tracks of Our Thinking” Chart 6.


8. Turn and talk 8.


10. Self-assess on a learning target 10.


ON TARGET

Goal Setting

Considering the
―standards‖ and your
knowledge of yourself as a
learner, write a personal
learning target with
success criteria for using
―Purpose‖ in your own
planning and instruction.






6. “Tracks of Our Thinking” Chart 6.


8. Turn and talk 8.


10. Self-assess on a learning target 10.

11. Write a personal learning target 11.


ON TARGET

Any other
feedback…

FEEDBACK


ON TARGET
In an article published over 35 years
Destination: Purpose ago, Mary Alice White (1971) wrote:

―The analogy that might
make the student‘s view
more comprehensible to
adults is to imagine
oneself on a ship sailing
across an unknown sea, to
an unknown destination.
An adult would be
desperate to know where
he/she is going. But a
child only knows he is
going to school…The chart
is neither available nor
understandable to
him/her…The daily
chores, the demands, the
inspections, become the
reality, not the voyage,
nor the destination.‖
(White, 1971)

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