In this unit we will study polygons and the relationships that form and distinguish them. We will discuss classification often to justify angles and sides of a polygon. An empasis will be placed on basic formulas and applying those formulas for intended outcomes(ie. area, perimeter, and circumference).
1. Student is able to label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
- Developmental Learning Target
- Verbs: choose, identify, locate, name, use (Krathwohl)
2. Student is able to identify polygons when shown an illustration.
- Mastery Learning Target
- Verbs: name, label, distinguish, describe, classify (Bloom)
3. Student is able to classify triangles by their sides and angles.
- Mastery Learning Target
- Verbs: label, compare, contrast, match, categorize (Bloom)
4. Student is able to name parts of a circle by acknowledging relationships among parts (radius and diameter).
- Mastery Learning Target
- Verbs: point out, label, justify, create, estimate (Bloom)
5. Student can find the perimeter of a regular polygon when given dimensions.
- Mastery Learning Target
- Verbs: illustrate, label, predict, compute, solve (Bloom)
6. Student can find the area of a regular polygon when given dimensions.
- Mastery Learning Target
- Verbs: answer, select, justify, compute, perform (Krathwohl)
7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
- Developmental Learning Target
- Verbs: discuss, respond, share, propose, explain (Krathwohl)
Note * My biggest struggle with this assignment was to differentiate between the developmental and mastery learning targets. I don't feel like the text explained it well, so if you have any feedback or tips that would help, please share. I feel like each one of my targets above could have gone either way. In my opinion math is more 'black or white'; I know there are a hundred different ways that I could assess a certain skill - such as through word problems or matching or multiple choice, to obtain a valid assessment...in saying that, is that what Nitko means in the text when he explains developmental learning targets in that they "usually require using multiple types of assessment for valid assessment?"
I also had to really think about my learning targets when labeling them developmental or mastery level. With many math skills, like 2 and 3 above, students can either complete the task or they can not. As teachers we need to determine how important the process or way students arrive at an answer is, compared to whether or not the students answer the question correctly. This can help us to determine if the target is developmental or mastery.
ReplyDeleteI think you did a good job putting together your learning targets because they are short and to the point. Mine were a little too long. I think I'm going to go back and look mine over again. I also had some difficulty distinguishing between mastery and developmental learning targets.
ReplyDeleteI agree that the text does not give a clear explanation of the difference between a mastery and developmental learning target. The book also does not give a clear enough explanation of the difference among a general, specific, or too specific learning targets. As I read through some targets I am pondering on whether they are too specific or too general. I think you did a nice job of being specific. Math is more black and white. I did my unit on poetry and it isn't as black and white. Check it out and see the difference of my learning targets. Maybe they are too broad. Maybe I need to break them down. I used these targets as an overall unit and not one lesson so I am not sure if I was specific enough.
ReplyDeleteDiana, I agree with you a 100%. Sometimes, in math, it's hard to identify whether something can be labeled mastery or developmental. It's either black or white as you said. Also, some topics that are taught in math are only taught in that specific year and then kids don't see it again until later in their high school years. So, it's natural that you must master a topic in a certain year, kids then forget it, and then they recall it again years later. For example, your students might need to know how to find the area of a regular polygon this year but they might not see it again until they get into high school. So, it's natural that you master it this year and then their high school teachers will master it with them later, because it's natural that they would forget this.
ReplyDeleteI agree with what everyone has said as well about a target being mastery or developmental. I think it depends on your interpretation of what those things mean.
ReplyDeleteFrom my interpretation, I looked at "mastery" as being more direct and to the point, like more "comprehension" type (students can list, classify, name, etc...) whereas "developmental", you can expect more different degrees and levels of students' understanding. With developmental, students can interpret things differently and at different levels of understanding, for example, like your #7 learning target. Students are explaining a process of finding an area or perimeter of a polygon. By classifying it as being "developmental" you can expect to get a variety of levels of understanding. Hope that makes sense, lol.
Hey Diana..i emailed you!! But anyways I struggled with the same thing, especially because I am teaching Kindergarten now. I feel like almost everything is developmental at that age. I like what Nicole said to you though, that makes sense. I wish the text discussed the difference a little more. I like the verbs you used too. I think you did a really nice job.
ReplyDeleteI know we covered this in class, but I wanted to go on record about *my* ideas for the mastery/developmental dichotomy.
ReplyDeleteIn math, anything that is procedural will *most likely* be mastery; the students can achieve a ""mastery status"" during the course. To belabor a tired oversimplification, you either know how to add 1+1 or you don't.
But, issues higher up on Bloom's (Analysis, Synthesis, and Evaluation) are more likely developmental. Selecting the proper procedure to solve a complex problem, for example, could be development. If you and I could learn to do it better, it's unlikely the students will achieve mastery during your class.
I sorta had the same problem Diana with separating mastery and developmental. I try to think of developmental as something that develops into a life skill (analyzing political cartoon, ability to write about a topic).
ReplyDelete