{"id":5274,"date":"2013-10-15T00:00:00","date_gmt":"2013-10-15T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/giving-students-the-map\/"},"modified":"2020-02-05T12:51:03","modified_gmt":"2020-02-05T17:51:03","slug":"giving-students-the-map","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/giving-students-the-map\/","title":{"rendered":"Giving Students the Map"},"content":{"rendered":"<p><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/photo.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-1994\" alt=\"photo\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/photo.jpg\" width=\"180\" height=\"240\" \/><\/a>One of the reflection questions I routinely present to teachers to use as they develop their customized classrooms is the following:<\/p>\n<p><i>How am I making learning targets as transparent as possible in my classroom, instruction, and assessment?\u00a0 <\/i><\/p>\n<p>When I visit classes I routinely ask students the following questions:<\/p>\n<p><i>1.\u00a0 What is your target?<\/i><\/p>\n<p><i>2.\u00a0 How do you know when you reach that target?<\/i><\/p>\n<p><i>3.\u00a0 How do you know what to do next?<\/i><\/p>\n<p>These questions get at one of the essential elements of competency-based learning: the transparency of learning.\u00a0 In a successful customized classroom, everybody has the map.\u00a0 The destination &#8212; a learning target &#8212; is clear to all.\u00a0 The route to the destination, the foundational knowledge and expected reasoning level, is given to everyone.\u00a0 Everybody has a map, and uses it.<\/p>\n<p>Getting to the point where everybody in your class has the map can be a bit of a journey in itself.\u00a0 Change takes time, especially the change from a traditional classroom to a customized classroom. Take small steps.\u00a0 Here are some tools that you can use:<!--more--><\/p>\n<p><b>1. Choose Your Own Agendas and To-Dos<\/b><\/p>\n<p>Creating these types of agendas and to-do lists for your classes is a good place to start if you have never done anything remotely customized.\u00a0 They are a quick and easy way to begin supporting the first and third questions above: <i>What is your target <\/i>and<i> How do you know what to do next?<\/i>\u00a0 Just like the Choose Your Own Adventure books, this type of tool provides the goal, options for things to do in order to get there, and a deadline for when to have it all completed.\u00a0 The agenda shown below comes from a reading class.\u00a0 The agenda includes the learning target and a list of things that students need to work through with a deadline.\u00a0 In this case, the different tasks and activities are not in any particular order. This next example shows a to-do that has a little more structure:<\/p>\n<p>&nbsp;<\/p>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td colspan=\"2\" valign=\"top\" width=\"443\"><b>Target:\u00a0 I understand how details support a main idea in informational texts<\/b>By end of class Friday you must:<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"253\">&#8211; watch BrainPop video- complete Frayer model with a partner<\/td>\n<td valign=\"top\" width=\"190\">I know what supporting details are<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"253\">&#8211; participate in a supporting details mini lesson (M,T,W at 9:35)- create boxes and bullets for a text of your choice with a partner- create boxes and bullets for a text of your choice<\/td>\n<td valign=\"top\" width=\"190\">I know strategies for determining supporting details in a text<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p><b>2. Wall Charts<\/b><\/p>\n<p>These tools make the current learning visible to everyone, and can vary in their complexity. A basic chart can be on a poster, a bulletin board, or even empty wall space and should include the following:\u00a0 learning target, foundational steps, and reasoning level. \u00a0A chart like this will best support the first question <i>What is your target?<\/i> The example below comes from an art class, and includes a moveable marker to indicate their location along the learning path.<\/p>\n<p>Another version includes all of the targets for a particular unit, and indicates the order in which these should happen.\u00a0 The second image below shows this, with an added place for students to mark where they are with a sticky strip. These first two examples are great for overall transparency, supporting students in knowing the learning targets and knowing the general path of learning.\u00a0 They can be tweaked to support individual learning as well, and in turn support the second and third questions <i>How do you know when you reach that target<\/i> and<i> How do you know what to do next? <\/i>The teacher in <a href=\"https:\/\/www.edsurge.com\/n\/2013-09-25-spotting-schools-version-of-bigfoot\">this example created<\/a> a chart showing the targets for the entire year, and includes an excellent pace marker for students to judge their progress against.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2013-10-08-at-11.48.30-AM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4970 alignleft\" alt=\"Screen Shot 2013-10-08 at 11.48.30 AM\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2013-10-08-at-11.48.30-AM.png\" width=\"249\" height=\"331\" \/><\/a><\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2013-10-08-at-11.48.38-AM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4971 aligncenter\" alt=\"Screen Shot 2013-10-08 at 11.48.38 AM\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2013-10-08-at-11.48.38-AM.png\" width=\"249\" height=\"335\" \/><\/a><\/p>\n<p><b>3.\u00a0 Student Learning Charts <\/b><\/p>\n<p>This type of tool is primarily intended for individual students and directly supports the second question<i> How do you know when you reach that target?<\/i>\u00a0 Again, there are many ways to make this kind of chart. The point is that the student keeps track of their performance and progress towards a particular learning goal. This works well when there is feedback that includes some kind of number system to indicate performance. The first example here comes from Marzano\u2019s book, <i>Designing and Teaching Learning Goals and Objectives.<\/i>(<a href=\"http:\/\/www.marzanoresearch.com\/media\/documents\/reproducibles\/designing_teaching\/studentprogresschart.pdf\">http:\/\/www.marzanoresearch.com\/media\/documents\/reproducibles\/designing_teaching\/studentprogresschart.pdf<\/a>) The second is a simple graph a teacher led the class in completing and using. (Here is a pdf of a <a href=\"http:\/\/competencyworks.pbworks.com\/w\/file\/69770438\/targetprogresschart.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">blank chart<\/a>, and here is an example of a <a href=\"http:\/\/competencyworks.pbworks.com\/w\/file\/69770439\/completedchart.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed chart<\/a>.)<\/p>\n<p>&nbsp;<\/p>\n<p><b>4.\u00a0 Capacity Matrix and Other Target Trackers<\/b><\/p>\n<p>This type of tool is also primarily intended for individual students. Unlike all the others, a capacity matrix or target tracker intentionally supports all of the questions.\u00a0 There are several ways to go about making these, although the capacity matrix tends to follow a typical format.\u00a0 This first example comes from an elementary school, and includes smiley face graphics to help students judge their understanding.\u00a0 The target is clearly stated, and the foundational skills and knowledge are listed down the side.\u00a0 The<a href=\"http:\/\/teenrebellionmams.pbworks.com\/w\/page\/65859374\/FrontPage\" target=\"_blank\" rel=\"noopener noreferrer\"> second example <\/a>comes from a class my principal and I\u00a0 ran with a group of 8<sup>th<\/sup> graders last year (<a href=\"http:\/\/competencyworks.pbworks.com\/w\/file\/69770189\/Culture%20Capacity%20Matrix.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">view the pdf here<\/a> ).\u00a0 In addition to the target and foundational skills, we included evidence options for students.\u00a0 Evidence options are the different ways students can prove that they have learned what the target requires of them.<\/p>\n<p>My advice is to pick the one that feels requires the least amount of change from you, and your students, and begin there.\u00a0 Remember that the point of any of these tools is to create transparency and support ownership of their individualized learning. It is a way to give them the map.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[368,383],"location":[94],"class_list":["post-5274","cw_post","type-cw_post","status-publish","hentry","issue-issues-in-practice","issue-rethink-instruction","location-maine"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Giving Students the Map - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/cw_post\/giving-students-the-map\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Giving Students the Map - 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