Instructional Minute
October 11, 2022
Evaluating Sources and Using Evidence
Strong inquiry depends on evidence. Students learn to ask: Is this source reliable? What evidence supports my claim? These skills prepare them for informed decision-making beyond the classroom.
Examples:
K–2: Compare two photos of the same playground—one empty, one full of children—and ask, “What is happening here? How do we know?”
3–5: Examine diary entries vs. a textbook description of the same historical event. “Whose perspective do we see? What might be missing?”
6–8: Provide political cartoons from different eras and ask, “What message is the author trying to send? What evidence supports your interpretation?”
💡 Reflection Prompt:
What strategies do you use to help students decide if a source is trustworthy?
Tips and Best Practices
1. Start with the End in Mind
Anchor instruction in the standard: Revisit the exact language of the standard before planning lessons or assessments. Ask, “What do I want students to know and be able to do by the end of this unit?”
Plan backwards: Identify the desired outcomes (success criteria) first, then design learning experiences and assessments that build toward them. If your curricular tool already has common assessments (such as English or math), use the assessment questions to identify standards, break them down into success criteria, and backwards plan accordingly.
2. Keep Learning Targets Student-Friendly
Use “I can…” statements written in plain language. If students cannot restate the target, it’s too complex.
One idea per target: Break multi-part standards into multiple learning targets so each focuses on a single skill or concept.
Connect to prior knowledge: Use examples or vocabulary familiar to students to make targets more meaningful.
Example:
Instead of: “Analyze and evaluate the credibility of sources.”
Use: “I can explain why a source is trustworthy or not.”
3. Align Learning Targets, Instruction, and Assessment
Check for alignment: Each lesson activity and assessment item should directly support or measure one of your learning targets.
Use success criteria as a bridge: They translate targets into observable behaviors you can assess (and students can aim for).
Plan formative checks: Create exit tickets, quick writes, or short problems that align with each target so you can monitor progress.
4. Make Success Criteria Visible and Actionable
Post them: Display learning targets and success criteria in the classroom. Refer to them before, during, and after lessons.
Use them for self-assessment: Have students check off criteria as they complete tasks or reflect on their work.
Model success: Show examples of strong and weak work and discuss why they do or don’t meet the criteria. Replace vague criteria like “understands the concept” with observable ones like “can explain the concept with two examples.”
5. Scaffold Toward Rigor
- Sequence targets: Start with foundational skills (e.g., identify, describe) and progress to higher-order skills (e.g., analyze, evaluate, create).
- Use Webb’s DOK: Design activities and assessments that move from surface understanding (DOK 1–2) to deeper application and strategic thinking (DOK 3–4).
- Spiral back: Revisit earlier targets as students build toward more complex ones to reinforce mastery.
6. Build Student Ownership of Learning
Involve students in the process: Discuss the learning targets at the start of a lesson and reflect on them at the end.
Use “I can…” language in feedback: Link your comments to the learning targets and success criteria so students know their next steps.
Encourage goal-setting: Have students identify which criteria they’ve mastered and which they still need to focus on.
7. Common Pitfalls to Avoid
- Too broad: “I can understand the text.” → Too vague to measure.
- Better: “I can explain how the author uses evidence to support their argument.”
- Too many targets: Don’t overwhelm students with 8+ targets at once. Focus on 2–4 per unit or assessment cycle.
- Missing criteria: Without success criteria, students may not know how to meet a target.
8. Use Targets Beyond Lesson Planning
In formative assessment: Check daily learning with exit tickets aligned to targets.
In student conferences: Discuss progress toward specific targets rather than general performance.
In parent communication: Share learning targets and success criteria to clarify expectations and growth areas.
Ensuring Consistency with Daily Instructional Minutes
These guidelines are in place to ensure that all students have access to a guaranteed and viable curriculum—one where every learner receives the essential content and skills needed for success.
Intention to daily instructional minutes supports learning retention, builds routines, and ensures equity across classrooms and schools.
By adhering to the daily instructional minutes, we create:
Consistency – Students know what to expect and can build stronger learning habits.
Equity – Every child has access to the same high-quality learning opportunities.
Progression – Skills and content build in a logical, intentional sequence.
Your commitment to this practice ensures that our students benefit fully from the curriculum we’ve adopted and are better prepared for future success. Thank you for your dedication to maintaining this consistency for all learners.
