Essential Classroom Practice. Learning Goals. Definition of this Practice

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Arthur Charles
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1 Learning Goals Learning goals clearly identify what students are expected to know and be able to do, in language that students can readily understand. Teachers develop learning goals based on curriculum expectations and share them with students at or near the beginning a cycle of learning. Ontario Ministry of (2010). Growing Success. Assessment, Evaluation, and Reporting in Ontario Schools. p. 33. Toronto: Queen s Printer. Learning goals are visible to teacher and students throughout the cycle of learning Learning goals are based on curriculum expectations and shared using student- friendly language Explicit references and discussions related to the learning goal throughout the cycle of learning (where appropriate) Feedback linked to the learning goal Self- reflection regarding achievement of learning goals Curriculum policy documents Learning goals cheat sheet and poster Exit cards that refer specifically to learning goals Teacher self- assessments Backward planning templates Learning maps LDSB A&E document: pgs , 58,60 Edugains (AER Gains Video Resources Learning Goals and Success Criteria) Planning with the end in mind. Edugains AER GAINS Video Resources Planning Assessment with Instruction Segment 1: Planning Instruction, Planning Assessment)

2 Success Criteria Standards or specific descriptions of successful attainment of learning goals developed by teachers on the basis of criteria in the achievement chart, and discussed and agreed upon in collaboration with students. Criteria describe what success looks like, and allow the teacher and students to gather information about the quality of student learning. Success criteria are revised and revisited throughout the cycle of learning, as students progress toward achieving the learning goals. Ontario Ministry of (2010). Growing Success. Assessment, Evaluation, andreportinginontarioschools.p.33. Toronto:Queen sprinter. Success criteria are visible to teacher and students The teacher and students co- construct an understanding of success criteria Teachers ensure that success criteria link to achievement chart and expectations Explicit references to the success criteria is made throughout the period of learning to assist students to monitor their own learning Feedback structures that allow for teacher/peer/self assessment directly related to success criteria Explicit teaching of feedback strategies and collaborative practices Anchor charts with success criteria Peer, self and teacher assessment templates Student exemplars of varied quality Professional conversations with colleagues who are teaching the same class Teacher self- assessments LDSB A&E documents: pages 4,32-42,57,58,60,67 Edugains AER GAINS Video Resources Learning Goals and Success Criteria

3 Descriptive Feedback Feedback provides students with a description of their learning. The purpose of providing feedback is to reduce the gap between a student s current level of knowledge and skills and the learning goals. Descriptive (and timely) feedback helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for supporting student learning and is fundamental to building a culture of learning within the classroom. Ontario Ministry of (2010). Growing Success. Assessment, Evaluation, and Reporting in Ontario Schools. p. 34. Toronto: Queen s Printer. Conference time built into lessons Conference space for students Display of anonymous student work with descriptive feedback related to success criteria Structures that allow students to take ownership of feedback and to implement and reflect upon improvements or changes Opportunities for collaboration and accountable talk

4 Anchor charts with success criteria Feedback logs Journals Anchor charts with feedback prompts (e.g. I like how you..., Have you considered...?) Exit tickets Portfolios LDSB A & E documents:pages 34,36,44,54-59,65-68 Edugains AER Gains Video Resources Descriptive Feedback Post It notes Parking Lot for questions Essential Classroom Practice Bloom s Taxonomy of Higher Order Thinking Bloom s taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. This domain further divides into categories that are arranged progressively from the lowest level of thinking, simple recall, to the highest, creating new ideas. Anderson, Lorin W. & Krathwohl, David R. (2001) A Taxonomy for Learning, Teaching, and Assessing. Boston, MA: Allyn and Bacon. The categories include: Knowing, Understanding, Applying, Analyzing, Evaluating, Creating. Teachers and students should consider the categories when developing questions that support higher order thinking.

5 Intentional questioning in ALL subject areas to promote teacher and student inquiry Explicit instruction in developing and responding to a variety of questions Flexible groupings that allow students to collaborate (whole group/small group) Independent work areas to support reflection (metacognition) Accountable Talk structures to allow for collaboration and inquiry Feedback structures to allow for teacher/peer/self assessment for and as learning Lesson framework that requires responses before, during and after activities, assignments and readings Curriculum policy documents: Examples from the specific expectation (e.g. English: Critical Literacy) Anchor charts that identify examples of different levels of thinking/questions Graphic organizers (e.g. Venn Diagram, Double Entry journal, Cause/Effect, etc.) Exit Tickets focusing on wonderings LDSB A &E documents: pages RAFTS (Role, Audience, Format, Topic, Strong Verb) writing strategy ( Edugains Differentiated Instruction Educator Packages 2010 DI Scrapbook How to Assess Higher- Order Thinking Skills in your Classroom (Susan Brookhart)

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions