Informed & Integrative Thinking<\/span><\/p>\n

Performance Indicators-<\/b><\/p>\n

\n
1. Apply knowledge from various disciplines and contexts to real life situations.\u00a0<\/span><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

   From these performance indicators, you unpack the knowledge, understanding, and skills students will need to demonstrate proficiency. Goals are often written as \u2018I can\u2019 statements that define what students will do to demonstrate this knowledge, understanding, and skills.<\/span><\/p>\n

   One way that educators (and students!) go about this is by creating a KUD: identifying what students will Know<\/strong> (vocabulary, facts), Understand<\/strong> (concepts), and Do<\/strong> (skills). Quick tip: a dictionary and thesaurus can help you identify the real meaning embedded in the indicators and <\/span>help you select precise verbs<\/span><\/i>.\u00a0 Here is the KUD we created for these performance indicators:<\/span><\/p>\n\n\n\n\n

   Know<\/b><\/td>\n	Understand<\/b><\/td>\n	Do<\/b><\/td>\n<\/tr>\n
   \n \n Map features<\/span><\/li>\n Legend<\/span><\/li>\n Cultural characteristics – how humans use the land<\/span><\/li>\n Environmental characteristics- land features<\/span><\/li>\n<\/ul>\n<\/td>\n	\n \n Maps can be used to represent different types of information<\/span><\/li>\n There are relationships between environment and culture<\/span><\/li>\n Map features and legends allow us to interpret a map<\/span><\/li>\n<\/ul>\n<\/td>\n	\n \n Compare representations (maps, images, etc) over time to reveal spatial patterns<\/span><\/li>\n Construct maps to represent and explain patterns<\/span><\/li>\n Apply knowledge from various disciplines and contexts to real life situations<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n In this case we realized that the environmental characteristics 8th graders need to understand are land features, and the cultural characteristics are the ways humans use the land. The skills listed in the Do of the KUD are how learners demonstrate their knowledge and understanding through skills that range in complexity. Our resulting learning goals are as follows:<\/span><\/p>\n Learning Goals for Geography Performance Indicator:<\/span><\/i><\/p>\n  <\/p>\n \n I can create maps that include representations of how humans use the land and features of the land at various points in time or space.\u00a0<\/span><\/i><\/li>\n<\/ul>\n \n I can use my map to explain patterns of human use and land features.<\/span><\/li>\n<\/ul>\n  <\/p>\n Learning Goal for Informed & Integrative Thinking Performance Indicator:<\/span><\/i><\/p>\n  <\/p>\n \n I can use information from a variety of subjects and perspectives to develop and support a point of view in a real world context.<\/span><\/i><\/li>\n<\/ul>\n  <\/p>\n Once you have defined your learning goals, you use them to backward plan your unit.\u00a0\u00a0<\/span><\/h3>\n \n These goals become the criteria for your summative assessment. Students\u2019 task is to create maps derived from a variety of sources to represent the features of the land, to show how humans use the land over time or space, and to develop a recommendation based on their analysis. Students will have the choice to demonstrate proficiency in their choice of context (maple sugaring, skiing, farming, or some other relevant topic) and to present their learning in the format of their choosing.\u00a0\u00a0<\/span><\/li>\n Meaningful instruction is designed with these goals in mind.\u00a0 All students will need to know how to collect and make meaning of information from a variety of subjects and perspectives, design maps, use representations to show human use and land features, use a map to explain patterns, and develop a point of view based on information.\u00a0 You plan instruction to guide students as they learn and opportunities for students to practice these developing skills — communicating learning goals that are specific to the work at hand (sometimes broken down further into learning targets). These include whole-class instruction, collaborative work group sessions, mini-lessons, and more.\u00a0 Students often, but not always, have a choice in how they progress through instruction.<\/span><\/li>\n As students practice, you routinely provide opportunities for formative feedback and reflection as they progress towards the goals. This feedback guides their learning process and the instruction you provide. Scaffolds throughout (including graphic organizers, mental models, checklists, anticipation guides, etc.) inform both your and your students\u2019 understanding of their growth AND help students toward independent mastery of these learning goals.<\/span><\/li>\n<\/ul>\n Remember, learning goals are NOT task-specific.\u00a0 Learners can meet them in a variety of ways, and may need more than one opportunity to do so.\u00a0<\/span><\/p>\n How do I know if I\u2019m on the right track?<\/h2>\n\n\n\n\n Learning Goals Learning Scale<\/b><\/td>\n<\/tr>\n I have identified and prioritized the standards and proficiencies that guide my instruction.\u00a0\u00a0<\/span><\/td>\n I develop learning goals connected to proficiencies, standards, and performance indicators<\/span><\/td>\n I develop learning goals that\u00a0<\/b><\/p>\n \n Are derived from proficiencies and describe what students will know, understand, and be able to do.<\/b><\/li>\n Use student-friendly language<\/b><\/li>\n Can be applied in a variety of contexts<\/b><\/li>\n Allow students to demonstrate proficiency in a way that is not constrained by a specific task\/assessment<\/b><\/li>\n<\/ul>\n I communicate learning goals to students to promote ownership of their learning.<\/b><\/p>\n I use learning goals to design assessments and instruction, communicate learning progressions, provide formative feedback, and guide students in their learning journey.<\/b><\/td>\n I co-create learning goals with my students.<\/span><\/p>\n \u00a0<\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n Learning Targets Toolbox<\/h3>\n  <\/p>\n\n\n\n\n Learning Target<\/strong><\/td>\n If you are curious about…<\/strong><\/td>\n Examples and resources to explore:<\/b><\/td>\n<\/tr>\n I develop learning goals that are:<\/td>\n \n\n\n\n\n\n\n Building & Refining Learning Scales<\/td>\n 4 Ways to Begin Using Scales for Assessment<\/a><\/p>\n The What, Why and How of Learning Scales<\/a><\/p>\n Directions for Writing a Learning Scale<\/a><\/p>\n Tips for Refining Learning Scales Over Time<\/a><\/td>\n<\/tr>\n Developing learning goals or targets that verify proficiency<\/td>\n Verification Criteria<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n I communicate learning goals to students to promote ownership of their learning.<\/td>\n Communicate learning goals so students understand the end goal and have choice in getting there.<\/td>\n Choose Your Own Adventure<\/a><\/p>\n Introducing and Acclimatizing Students to Learning Scales<\/a><\/p>\n Why We Should (and How We Can) Engage Students in the Assessment Process<\/a><\/td>\n<\/tr>\n I use learning goals to design assessments and instruction, communicate learning progressions, provide formative feedback, and guide students in their learning journey.<\/td>\n <\/td>\n Proficiency-Based teaching and learning in Vermont: the who, why and how<\/a><\/p>\n Winooski\u2019s Graduate Proficiencies & Expectations<\/a><\/p>\n How do you measure success with project based learning?<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n","protected":false},"excerpt":{"rendered":" What are Learning Goals?\u00a0 Learning goals define what proficiency looks like in concise, student-friendly language. While educators may break down the goals into different sized learning targets or progressions, what is crucial is that students understand what they are learning and that they are able to make it relevant to their lives.\u00a0 Explicit, measurable, transferable … <\/p>\n Continue reading “Learning Goals”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-20646","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/20646","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/comments?post=20646"}],"version-history":[{"count":9,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/20646\/revisions"}],"predecessor-version":[{"id":24022,"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/pages\/20646\/revisions\/24022"}],"wp:attachment":[{"href":"https:\/\/tiie.w3.uvm.edu\/blog\/wp-json\/wp\/v2\/media?parent=20646"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}