Instructional Minute

Week of December 5th:

• Walkthroughs with feedback
• Focus on Learning Targets

Next Week:

Where to find the standards?

What about Pacing Guides

Work through an example of how to break down a standard.

Linking the Workshop Model to a learning target

• Learning targets guide teachers on what they are to teach and students on what they are to learn. Most important, teachers use learning targets to determine what behavior they should be looking for as students demonstrate their level of knowledge and skill.

• Students will be able to show evidence of their mastery of the learning target.

Common Core State Standards are the foundation of all of our instructional planning. Learning Targets, objectives, and I can statements are all synonymously used to define the learning progression of “HOW” students will get to the final outcomes for the standard. (visual with building blocks).

For the purpose of our collective commitment across the district, we will be presenting, stating, and making visible the Learning Target within our classrooms using the language “I can… “ Make sure that the “I can” statement has a verb that matches the taxonomy of the grade level standard.

The district selected core curricular tools (Journeys, Go Math, Amplify Science, Collections, Heggerty, UFLI Phonics, HMH Materials, etc.) identify the learning objectives for each lesson. These learning objectives should be used as the “I can …” statements in all classrooms.

These are the 4 learning targets, based on what students are asked to do: knowledge, reasoning/understanding, skills and product. When selecting learning targets, teachers need to ask, "What is the goal of instruction?" After answering the question, select the target(s) that align to the instructional grid below.

A learning progression details the specific skills needed in order for students to succeed with a specific grade level standard (i.e., what are the “building block” skills from beginning to end that characterize “knowing”). The learning progression provides an outline and order of instruction of the necessary skills; building on already acquired knowledge and skill development until mastery is reached.

A stairway is a simple analogy to a learning progression; with the grade level standard being the “top” of the staircase and each stair being a building block for the learning progression.

Performance scales are rubrics based on the learning target. Students will compare the learning target and performance scale to measure and evaluate their performance.

Below is a scale that can be used with any learning target.

More great examples of the Workshop Model in the Lansing School District!

• We would love to feature them in the Instructional Minute.
• Email them to: sarah.hipps@lansingschools.net
• In addition to the photo, please be sure include your name, school and grade level.

Fill out this form to request instructional support around district initiatives, feedback, and specific classroom/school needs.

We are collecting your suggestions for great Do Nows and Direct Instruction techniques that you use in your classroom.

Please click the "Share Your Ideas" image to the left and submit your ideas so they can be shared with other teachers in the district!

Here is a PDF and fillable PDF of the Workshop Model Lesson Framework for your use.

You can find all of the Instructional Minute Newsletters in one place on the Lansing School District Website with descriptions by week.

https://www.lansingschools.net/departments/deputy-superintendent-of-schools/instructional-minute/