Summary of Recent SSD

Professional Development
Task Predicts Performance w/ Learning Targets
Rigor w/ Depth of Knowledge

Patrick Shuckerow / Instruction and Data Coordinator / New Teacher Academy / 2016.08.20
 agenda
four topics
-- see task 1 --

Learning targets 1-2-3-4-5

Task predicts performance 1-2-3-4-5
Rigor 1-2-3-4-5
Depth of knowledge 1-2-3-4-5
 our learning targets

Identify the key features and limitations of the four key concepts:
learning targets, task predicts performance, rigor, and depth of
knowledge.
 learning targets
definition and features
Learning targets
Definition
Statements of intended learning
Statements of intended learning
Student friendly language
Specific / Small chunks of learning
Explicitly stated and later referenced
 learning targets
definition and features
Learning targets
Definition
Statements of intended learning
Statements of intended learning
Key features
1. Student friendly
2. Specific / small chunks of
learning
3. Explicitly stated and later
I can classify quadrilaterals using
referenced
their definitive properties.
 learning targets
purpose
Learning targets
Definition
Statements of intended learning

Key features Provide a common focus for learning

1. Student friendly
2. Specific / small chunks of
learning
3. Explicitly stated and later Increase student capacity to self assess
referenced
and monitor their own progress
Purpose
1. Provide a common focus for
learning
2. Increase student capacity to
self assess and monitor their
own progress
 learning targets
definition and features
Learning targets
Definition
Statements of intended learning
Statements of intended learning
 learning targets
definition and features
Learning targets
Definition
Statements of intended learning
Statements of intended learning
 learning targets
limitations and common misunderstandings
Learning targets
Definition
Statements of intended learning
Restatement of a standard (too broad)
Key features
1. Student friendly
2. Specific / small chunks of I can understand that shapes in different categories (e.g.,
learning rhombuses, rectangles, and others) may share attributes (e.g.,
3. Explicitly stated and later having four sides), and that the shared attributes can define a
referenced larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw
Purpose
1. Provide a common focus for
examples of quadrilaterals that do not belong to any of these
learning subcategories.
2. Increase student capacity to
self assess and monitor their
own progress
 learning targets
limitations and common misunderstandings
Learning targets
Definition
Statements of intended learning
Restatement of a standard (too broad)
Key features
1. Student friendly
2. Specific / small chunks of I can understand that shapes in different categories (e.g.,
learning rhombuses, rectangles, and others) may share attributes (e.g.,
3. Explicitly stated and later having four sides), and that the shared attributes can define a
referenced larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw
Purpose
1. Provide a common focus for
examples of quadrilaterals that do not belong to any of these
learning subcategories.
2. Increase student capacity to
self assess and monitor their
own progress
 learning targets
limitations and common misunderstandings
Learning targets
Definition
Statements of intended learning
Restatement of a standard (too broad)
Key features
1. Student friendly
2. Specific / small chunks of Ask and answer questions about key details in a text.
learning -- RL.1.1 --
3. Explicitly stated and later
referenced

Purpose
1. Provide a common focus for
learning
2. Increase student capacity to
self assess and monitor their
own progress
 learning targets
limitations and common misunderstandings
Learning targets
Definition
Statements of intended learning
Restatement of a standard (too broad)
Key features
1. Student friendly
2. Specific / small chunks of Ask and answer questions about key details in a text.
learning -- RL.1.1 --
3. Explicitly stated and later
referenced
I can describe the difference between a question and a statement.
Purpose I can find/identify/underline the key details in a text.
1. Provide a common focus for I can ask questions about my classmates.
learning I can ask questions about the key details in a text.
2. Increase student capacity to I can ask why questions about characters in a text.
self assess and monitor their
own progress
 learning targets
table work session one
-- see task 2 --

Choose a standard
Write 3 supporting learning targets
Be ready to share one
 learning targets
what’s next
Learning targets
Definition
Statements of intended learning

Key features
1. Student friendly
Teacher clarity
2. Specific / small chunks of
learning “One of the themes of [Visible Learning] is how important it is for
3. Explicitly stated and later the teacher to communicate the intentions of the lessons and the
referenced notions of what success means for these intentions.”
Purpose
-- Hattie (Visible Learning, p 125)
1. Provide a common focus for
learning
2. Increase student capacity to
self assess and monitor their
own progress
 task predicts performance
definition and features

The actual, observable work students are engaged in gives the best
indication of what students will be able to do independently.

Task
Predicts
Performance
 task predicts performance
definition and features

The actual, observable work students are engaged in gives the best
indication of what students will be able to do independently.

Task is the actual, observable work students are engaged in

Predicts
Performance
 task predicts performance
definition and features

The actual, observable work students are engaged in gives the best
indication of what students will be able to do independently.

Task is the actual, observable work students are engaged in

Predicts, i.e., the best indication
Performance
 task predicts performance
definition and features

The actual, observable work students are engaged in gives the best
indication of what students will be able to do independently.

Task is the actual, observable work students are engaged in

Predicts, i.e., the best indication
Performance, i.e., what students will be able to do
task predicts performance
observing task
-- see task 3 --

Video
 task predicts performance
seeking alignment

standard  learning target  task

 task predicts performance
seeking alignment

standard  learning target  task

 task predicts performance
seeking alignment

standard  learning target  task

 task predicts performance
seeking alignment

3.G.A.1 Understand that shapes in different categories (e.g., rhombuses,

standard rectangles, and others) may share attributes (e.g., having four …

learning target I can classify quadrilaterals using their definitive properties.

Students sort shapes into groups

task Students use a Venn diagram to sort
Students make observation on “One of these is not like another”
task predicts performance
alignment example
-- see worksheet --

Brothers Grimm
 task predicts performance
planning vs evaluation, backward design
-- related topic --

task
task
learning target task
learning target task
standard  learning target
learning target  task
task
learning target task
learning target task
task
task
 break

10 minutes
 rigor
definition and features

Rigor is creating an environment in which each student is

expected to learn at high levels, each student is supported
so he or she can learn at high levels, and each student
demonstrates learning at high levels.
-- Barbara Blackburn
 rigor
definition and features

Rigor is individualized high expectations.

-- Patrick paraphrase
 rigor
definition and features
Rigor
Definition
Individualize high expectations

Key features
1. What is a rigorous workout?
2.
3.
 rigor
definition and features
Rigor
Definition
Individualize high expectations

Key features
1. Individualized How do you know when something
2.
3.
is too easy? Too difficult?
 rigor
definition and features
Rigor
Definition
Individualize high expectations

Key features
1. Individualized Think of a time when someone
2. Normalizing error
3.
helped you learn something.
 rigor
definition and features
-- see task 5 --
Rigor
Definition
Individualize high expectations

Key features
1. Individualized
2. Normalizing error
Describe a scenario in which too much help is
3. Appropriate scaffolding detrimental to an individual’s development.
 rigor
limitations and common misunderstandings

I can tell the rigor in my classroom has increased because 40% percent of
my students failed the last test.

Rigorous instruction is not developmentally appropriate for Kindergarten.

100% success on our assessments indicate that instructional is perfectly

appropriate for our students.

Some students are able to finish a task independently, but some will
always needs help.
 rigor
limitations and common misunderstandings

I can tell the rigor in my classroom has increased because 40% percent of
my students failed the last test.

Rigorous instruction is not developmentally appropriate for Kindergarten.

100% success on our assessments indicate that instructional is perfectly

appropriate for our students.

Some students are able to finish a task independently, but some will
always needs help.
 rigor
limitations and common misunderstandings

I can tell the rigor in my classroom has increased because 40% percent of
my students failed the last test.

Rigorous instruction is not developmentally appropriate for Kindergarten.

100% success on our assessments indicate that instruction is perfectly

appropriate for our students.

Some students are able to finish a task independently, but some will
always needs help.
 rigor
limitations and common misunderstandings

I can tell the rigor in my classroom has increased because 40% percent of
my students failed the last test.

Rigorous instruction is not developmentally appropriate for Kindergarten.

100% success on our assessments indicate that instructional is perfectly

appropriate for our students.

Some students are able to finish a task independently, but some will
always needs help.
 rigor
alternate use of rigor, context matters
-- related topic --
-- see worksheet --

How does rigor apply to participation?

Rigor is individualized high expectations.

Individualized Normalizing error Appropriate scaffolding
 increasing rigor through DOK
Rigor
Definition
Individualize high expectations

Key features
1. Individualized
2. Normalizing error
3. Appropriate scaffolding
Depth of Knowledge
Our focus
Consider task choice
Are we providing enough
opportunities for students to
engage in DOK level 3 and 4
tasks.
 depth of knowledge
definition and features

A model of categorizing tasks by the level of cognitive

demand required to successfully complete the task.
-- Karin Hess
depth of knowledge
definition and features
-- see packet --

What do you notice?

 depth of knowledge
task examples

Level 1 Recall and reproduction

Level 2 Skills and concepts
Level 3 Short-term strategic thinking
Level 4 Extended thinking
 depth of knowledge
task examples

Level 1 Recall and reproduction (Trivia)

Level 2 Skills and concepts (Requires some sort of decision)
Level 3 Short-term strategic thinking (Requires planning)
Level 4 Extended thinking (Multi-step planning)
-- Patrick paraphrase
 depth of knowledge
task examples

Level 1 Level 2 Level 3

Recall Identify major events Support ideas with details and…
Calculate Context clues to identify Use voice appropriate to purpose…
Label Multi-step problems Identify research questions and design…
Model Cause/effect Model for a complex situation
Routine procedures Patterns Determine author’s purpose and…
Describe Represent & interpret data Apply a concept in other contexts

Level 4
Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data…
Apply mathematical model to illuminate a problem or situation
Analyze and synthesize information from multiple sources
Describe and illuminate how common themes are found across texts from different cultures
Design a mathematical model to inform and solve a practical or abstract situation
 depth of knowledge
-- see task 8 --

Choose a standard
Write a learning target for this task
Choose a DOK level 1 task that supports this standard
Choose a DOK level 2-4 task that supports this standard
Be ready to share
 depth of knowledge
increasing rigor

Rigor implicit within level 3 and 4 tasks

depth of knowledge
balance of levels
 self-assessment
-- see task 8 --

Learning targets 1-2-3-4-5

Task predicts performance 1-2-3-4-5
Rigor 1-2-3-4-5
Depth of knowledge 1-2-3-4-5