Secondary Social Studies Learning Targets

Stan Masters

Coordinator - Instructional Data Services

Lenawee ISD

POP

• Purpose– Understand the importance of learning targets for

students and teachers, using the Michigan social studies GLCE/HSCE

• Outcome– Practice unpacking the expectations to design good

assessment and instruction

• Procedure– PowerPoint slides for presenting information– Templates for unpacking expectations– Copy of GLCE/HSCE to practice

So, do your students know what are the targets for their learning?

http://www.yourememberthat.com/media/2145/Jerry_Seinfeld__History_Class/

Where does curriculum come from?

• National content organizations documents

• State standards documents• Local curriculum is created

– Organize into units– Determine essential questions and key

concepts– Develop summative assessment tasks– Locate instructional resources– Construct a catalog of lessons

• Must be aligned with state accountability summative assessments

Michigan’s GLCE and HSCE

• Aligned with National Standards (p.6)

• Grade-specific and course-specific focus (p.7)

• Spiral down from HSCE

• First operation state test in Fall 2010

Backward Design Addresses All Three Parts of

the Curriculum Triangle

Content

Assessment

Instruction

From Outcomes to Targets…

Kinds of Learning Targets

• Knowledge – The facts and concepts we want students to know and understand.

• Reasoning – Students use what they know to reason and solve problems

• Skills – Students use their knowledge and reasoning to act skillfully

• Products – Students use their knowledge, reasoning, and skills to create something new.

• Dispositions – Students’ display attitudes about school and learning.

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .

Helpful Hints to Targets

• Knowledge targets are identified in the noun/noun phrase found in the expectation

• Reasoning targets are identified in the verb/verb phrases found in the benchmark– analytical, compare/contrast, synthesis, classification,

inference/deduction, evaluative

• Skill targets always have knowledge targets• Product targets have to be discerned apart from

the product tasks we ask students to create• Disposition targets reflect attitudes or feelings

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.64 , 70, and 75 .

KNOWLEDGE/UNDERSTANDING

REASONING

SKILLS

PRODUCTS

DISPOSITIONS

Organize using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs

data

KNOWLEDGE/UNDERSTANDING

REASONING

SKILLS

PRODUCTS

DISPOSITIONS

Organize using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs

data

(BUT I WANT THEM TO DEEPLY APPRECIATE THE USEFULNESSES OF BAR GRAPHS)

Sample Unpacking from Social Studies GLCEs/HSCEs

Targets Integrated US

8-U6.1.1

USHG

6.11

Grade 6

6-W3.1.5

Grade 7

7-W3.1.10

WHG

4.1.1

Civics

3.3.2

Economics

2.1.4

Knowledge/

Understanding

Reasoning

Skills

Products

Sample Unpacking from Social Studies GLCEs/HSCEs

Targets Integrated US

8-U6.1.1

USHG

6.11

Grade 6

6-W3.1.5

Grade 7

7-W3.1.10

WHG

4.1.1

Civics

3.3.2

Economics

2.1.4

Knowledge/

Understanding

•territory•population•systems of transportation•government policies on economic development•economic change•treatment of African Americans•policies toward American Indians

Factors of industrial power

Gains from trade

Organization “revolution”

advantages of physical geography

increase in labor

economic policies and industrial leaders (AC and JDR)

technological advances

•origin and development of Olmecs, Mayans, Aztecs, and Incas

•rise and fall of classical empires

common forces of change

consequences of the collapse of classical empires

•states’ reserved and concurrent powers

•money supply•Inflation•recessions

Reasoning •compare and contrast

•analyze •main events (judge)

•create •explain and discuss

•identify and define

•explain the relationships

Skills •construct •illustrates

Products •timeline •timeline

Unpacking Your Outcomes1. Choose a outcome

(benchmark/expectation) that your students will learn and you will teach in an upcoming unit of instruction.

2. Write the outcome at the top of your target/method planning sheet.

3. Complete the left hand side of the chart.– Knowledge/understanding, reasoning, skills,

products, and/or dispositions

4. Check your understanding of the targets with a teaching partner.

Unpacking for the Students

• Targets are clearer for the student when they are put into positive “I can” statements.

• They may be unpacked to include more concrete understandings.

• Using your previous unpacked learning outcome, create “I can” statements for your students.

I

CAN

POP

• Purpose– Understand the importance of learning targets for

students and teachers, using the Michigan social studies GLCE/HSCE

• Outcome– Practice unpacking the expectations to design good

assessment and instruction

• Procedure– PowerPoint slides for presenting information– Templates for unpacking expectations– Copy of GLCE/HSCE to practice

Questions?Stan Masters

Coordinator of

Instructional Data Services

Lenawee Intermediate School District

2946 Sutton Road

Adrian, Michigan 49921

517-265-1606 (phone)

517-263-7079 (fax)

stan.masters@lisd.ushttp://www.lisd.us/curriculum/