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Welcome to Summer Institute

Todays Agenda
9:30 - Introductions and mindset activity
9:45 - 4 corners activity (formative self assessment)
10:00 - Schoology and self assessment survey
10:30 - Deconstructing standards
11:30 - lunch
12:30 - Learning targets article
1:00 - Effective learning targets activity
1:30 - Writing learning targets
2:00 - Break
2:15 - Schoology - 4th grade resources for next year
3:15 - Overview for day 2 and 3

Introductions - Growth Mindset Exercise

Read the quotes.
Choose one that speaks to you.
Share your name, your building and why you chose
this quote.

4 Corners Activity
Take a look at the four levels of the rubric.
For each of the learning targets, you will select
which level you feel you belong in at this time.
Go to that corner of the room with the descriptor that
matches where you fit today.

Learning Targets for Summer Institute

I can deconstruct Minnesota State Standards
I can write effective learning targets that align with
the standards
I can locate the 4th grade resources in schoology
I know and can use Costas Levels of Cognitive
Questioning and Webbs Depth of Knowledge to
analyze and create lesson plans and assessments

Schoology home page

https://learn.rdale.org/home
Self assessment

What is Standards-Based Instruction?

In education, the term standards-based refers to systems of
instruction, assessment, grading, and academic reporting that
are based on students demonstrating understanding or mastery
of the knowledge and skills they are expected to learn as they
progress through their education.

What is a Standards-Based Instruction system?

success of instruction is based on student learning (the
achievement of standards)
aligns policies, initiatives, curriculum, instruction, and
assessments with clearly defined academic standards
assessments are based on standards rather than norm-based
rankings (comparing students)
pays attention to eliminating the achievement gap
uses standards to focus on ways to ensure success for all
students
uses assessment to inform instruction on a continual and
consistent basis

Deconstructing Standards: A Common Process

Highlight key words and phrases:
Underline the noun: What is the student to know?
Circle the verb: What is the student to do?
Put parenthesis around the context
Write your understanding of the intent of the benchmark.

Share and discuss in groups of 3-4

Come up with a consensus statement.

Model:
4.1.2.5 Compare & order decimals & whole numbers using
place value, a number line, and models such as grids and base
10 blocks.
Nouns:
Verbs:
Context:
Statement of Shared Understanding:

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Model:
4.1.2.5 Compare & order decimals & whole
numbers using (place value, a number line, and
models such as grids and base 10 blocks)
Nouns: decimals, whole numbers
Verbs: compare, order
Context: place value, a number line, and models
such as grids and base 10 blocks
Statement: compare and order decimals with and
without number lines and justify the placement of
decimals.

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Evidence: Deconstructing Benchmarks

On the Evidence: Deconstructing Benchmarks document:
Underline the noun: What is the student to know?
Circle the verb: What is the student to do?
Put a parenthesis around the context
Write your understanding of the intent of the benchmark.

Share in groups of 3
Discuss and develop a shared meaning and
understanding of what is expected of students in each
benchmark.

Why is this activity necessary for teachers?

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Its in the Bag!

Directions:
Choose 1 item from the paper bag on your table.
Use it to make a simile statement comparing the item to
standards-based education.
Standards-based education is like a _____________
because_________________.
Share out at your tables.

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LUNCH
11:30 - 12:30

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Learning Targets
The most effective teaching and the most meaningful student learning happen
when teachers design the right learning target for todays lesson and use it
along with their students to aim for and assess understanding.
Moss & Brookhart, 2012

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Learning Targets
What a Learning Target is and isnt
1. Read the article Knowing Your Learning Target
2. Discuss with two to three other people the key points from the article
3. On one post-it note write what Learning Targets are and on another post-it

what they are not.

4. Bring your two post-its and add them to the chart on the board
5. Share out

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Learning Targets
Exercise: Effective Learning Targets
Directions:
1. Categorize each of the learning targets into one of three groups:
a. Ineffective Learning Targets
b. Somewhat Effective Learning Targets
c. Effective Learning Targets
2. For each category, write a rationale statement for why the targets you selected fit in that category
3. Take a gallery walk and visit at least 3 other groups work
4. Discuss with your group what you noticed in you gallery walk

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Evidence: Learning Targets

On the Evidence: Learning Targets document
For each listed benchmark, write possible learning
targets (1 or more) teachers might use that are aligned
with the rigor of the benchmark.
Share in groups of 3
Come to a consensus on wording.

Why is this activity important for teachers?

How could it be helpful for students?

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Schoology 4th grade

https://learn.rdale.org/home

Year at a glance
K-5 Benchmarks and targets

Overview for tomorrow

Work time tomorrow
Sign up for subject area to work on

What to bring: Curriculum and computer,

past lessons and assessments you want
to refine and redesign
Exit slip-write one take away and one
question on a post it

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