Creating Learning Targets: Fifth Grade

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    Auto-Scroll: ONOFF 
    • 00:00

      [MUSIC PLAYING]

    • 00:10

      LEANNA HARRIS: In this clip, you'llsee Allison with a team of fifth grade teachers.And they're at that point at the beginning of a coaching cyclewhere they're unpacking their standards-based goalfor students into a set of learning targets.And one thing that is important to notice hereis how Allison really uses her questioning skills

    • 00:33

      LEANNA HARRIS [continued]: to help the teachers refine their understandingand their thinking about what students need to knowand be able to do.

    • 00:41

      DIANE SWEENEY: And a couple other thingsthat Allison does here is she includes both teachers.And she makes an effort to get both of their thinkingin the mix.And the fact that it's a math conversation,they're really thinking a lot about whatwould this look like.And you'll hear Allison asking that very question.What does that look like?

    • 01:02

      DIANE SWEENEY [continued]: How will the kids show that?How will we teach that?So she's really probing for specificitythrough every step of this conversation.

    • 01:10

      ALLISON BEINDORFF: Let's go back to the standardsfor unit seven.And what is it that the standardscall for us to teach towards?

    • 01:18

      JESSICA PEARSON: They want us to--the students to be able to divide by four digit,by a two digit.And they want them to understand the meaning of division.

    • 01:27

      ALLISON BEINDORFF: OK.And let's talk about when we say meaning a division, whatdo we want to see students do?

    • 01:35

      JENNIFER HUSTON: So building it.

    • 01:36

      ALLISON BEINDORFF: OK.What would that looks like for kids?

    • 01:41

      JENNIFER HUSTON: So they could be using base 10 piecesand figuring out the groups that they're going to put them inand how they're going to fit the number they're dividingand put them into the right groups,and being able to visually see it,so they know what they're doing.

    • 02:00

      ALLISON BEINDORFF: So when we talk about the numbers,let's talk--the standards point--Jess, you said-- to a four digit number divided by a two digit.OK.

    • 02:12

      JESSICA PEARSON: And we're going to start with whole number.But as unit progresses on, we're goingto go into division of decimals.

    • 02:18

      ALLISON BEINDORFF: So in thinking about learningtargets, what could--let's think of in actively, so the building piece.What were the learning target look like and soundlike for our students and that first stageof in actively working with the division of a four digitdivided by a two digit number?

    • 02:39

      JENNIFER HUSTON: Do we want to start with four digitor go back even to lower?

    • 02:42

      ALLISON BEINDORFF: And that's a question.I think that's where we need to come together.And where can we best meet our kids?

    • 02:47

      JESSICA PEARSON: So, maybe, let's start with three digit.

    • 02:50

      JENNIFER HUSTON: Yeah, I think so.

    • 02:52

      ALLISON BEINDORFF: OK.So the learning target, in the student friendly language,is I can--

    • 02:58

      JENNIFER HUSTON: Solve a division problem--

    • 03:03

      JESSICA PEARSON: By using base 10 pieces to build a quotient--build a model a quotient.

    • 03:10

      ALLISON BEINDORFF: In terms of breaking down a four digitnumber divided by a two digit number,so starting with the three digit by one digit--what would be the next step?So they're building it with a threedigit divided by a one digit.What would be the next subsequent learning target

    • 03:31

      ALLISON BEINDORFF [continued]: that we see?

    • 03:32

      JESSICA PEARSON: By using the symbol--by using an active iconic, then symbolic.The next learning target should go to iconic.So I can draw and model an array.

    • 03:49

      ALLISON BEINDORFF: OK.Are we seeing any value of backing up and doing a drawing,along with the pictures?Or do you see they will be ready to jump to the drawing?

    • 03:58

      JESSICA PEARSON: I think some kids will be ready.But others will not.

    • 04:03

      ALLISON BEINDORFF: So your ultimate goalis to get all kids to the drawing piece?

    • 04:07

      JESSICA PEARSON: Yeah, I think you could evenmentioned to students that they could pick up a bag of base 10pieces and use them to help them model and draw their way.So I think the next would be, if the studentsdo understand, to move onto symbolic,and being able to do a ratio table, which

    • 04:29

      JESSICA PEARSON [continued]: is our end goal of unit seven-- that students could divideusing a ratio table.So using student friendly language, I would say,I can use a ratio table to divide a fourdigit by two digit number.[MUSIC PLAYING]

Creating Learning Targets: Fifth Grade

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Abstract

Allison Beindorff coaches a team of fifth grade teachers on unpacking standards-based goals into learning targets for their students. She uses questioning skills to help the teachers refine their thinking about what the students need to know and be able to do.

Creating Learning Targets: Fifth Grade

Allison Beindorff coaches a team of fifth grade teachers on unpacking standards-based goals into learning targets for their students. She uses questioning skills to help the teachers refine their thinking about what the students need to know and be able to do.

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