Student Learning Targets

#TrendingNow Syllabus in .pdf form.

VPA Literacy Targets

  • I can develop creative products using effective technique, well-chosen details, and well-structured event sequences. – W
  • I can work through the writing process by planning, revising, editing, and rewriting.  – W
  • I can use technology to publish original work and responsibly collaborate with an online community. – W
  • I can selectively integrate information from multiple sources into my product. -W
  • I can ask factual, interpretive, and evaluative questions to drive learning. -R
  • I can analyze how the structure and organization contribute to the meaning of the text. -R
  • I can integrate and evaluate multiple sources in order to address a question or solve a problem. -R
  • I can delineate and evaluate the claims, reasoning, and evidence in a text by comparing them to other sources. -R
  • I can actively participate in collaborative discussions with peers and adults.  -L
  • I can present ideas, arguments, and evidence logically and formally in a way is appropriate to my purpose, audience, and task.

 VPA Habits of Scholarship

  • I can explain how I reached my conclusion.
  • I can consider multiple perspectives and their implications.
  • I can ask new questions at each step.
  • I can proudly present high quality work.

 Mathematical Habits:

  • Habit 1: I can make sense of problems and persevere in solving them.
  • Habit 2: I can reason abstractly and quantitatively.
  • Habit 3: I can construct viable arguments and critique the reasoning of others.
  • Habit 4: I can construct mathematical models.
  • Habit 5: I can make strategic use of appropriate tools.
  • Habit 6: I attend to precision.
  • Habit 7: I look for and can make use of structures and patterns.
  • Habit 8: I notice when things repeat, and I can develop my own shortcuts.

 Math Content Targets

  • TN1: I can use exponents to understand large numbers, small numbers, and non-decimal counting systems.
  • TN2: I can write sequences both recursively and with an explicit formula, and I can use them to model situations.
  • TN3: I can use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
  • TN4: I can find the inverse of one function and the composition of multiple functions.
  • I can use units consistently as a way to define appropriate quantities, guide my solutions to problems, and interpret graphs and data displays.
  • TN5: I can apply geometric methods to solve design problems.
  • TN6: I can create and interpret linear models.
  • TN7: I can create and interpret exponential models.
  • TN8: I understand logarithms as the inverse of exponential functions, and I can use this relationship to solve problems involving the two.
  • TN9: I can solve systems of equations and inequalities and interpret the results in the context of a problem.

ELA Structures Targets and Rubrics-

Digital Notebook Rubric- I can maintain an organized and thoughtful digital notebook.

1- I do not have a digital notebook or I write in my notebook less than 4 times a week.
2- I write in my digital notebook at least 5 times a week. My writing is organized by date and task.
3- I write in my digital notebook 7 days a week. My writing is organized by date and task. My writing demonstrates deeper levels of thought and research.
4- I write in my digital notebook 7 days a week, multiple times/day. My writing is organized by date and task. My writing demonstrates deeper levels of thought and research.

Blog- I can maintain and update a personal blog that is on trend with the latest tech advances and works to support my web-presence.

1- I have a blog url, but I do not post on my blog more than once a week.
2- I post on my blog multiple times per week. My blog demonstrates some of the techniques I’ve studied and researched this semester.
3- I post on my blog 5 days a week. Sometimes multiple times a day (if this appropriate for my blog). My blog has been carefully planned and uses a number of the techniques that I’ve studied and researched this semester.
4- I post on my blog 5 days a week. Sometimes multiple times a day (if this appropriate for my blog). My blog has been carefully planned and uses a number of the techniques that I’ve studied and researched this semester. My blog has a following beyond the classroom.

Twitter- I can maintain and update an active twitter account that I use to gather information, to promote my personal brand, to remain topical and on trend, or all of the above.

1- I have a twitter handle, but I do not follow anyone of merit nor do I tweet.
2- I have a twitter handle that I use to keep up with the class work.
3- I have a twitter handle that I use to keep up with the class work, and I use beyond the classroom. I tweet relevant thoughts from this account, using appropriate twitter norms, multiple times a day.

4-  I have a twitter handle that I use to keep up with the class work, and I use beyond the classroom. I tweet relevant thoughts from this account, using appropriate twitter norms, multiple times a day. I have a following beyond this classroom.

Class Website- SLT- I can be an important part of a digital media platform.

  1. -The class site looks amateurish or there is no real evidence that you worked on this project.
  2. -The class site looks to be of quality. Your work and role in this project is evident.
  3. -The class site looks to be of quality. Your work and role in this project is clearly defined.
  4. – The class site looks to be of professional quality. Your work and role in this project is clearly defined.

The Mastery Based Group Juggle-

SLT- I can improve my brain function, hand-eye  coordination, and my collaborative capacities with The Group Juggle.

1- Objects all make it back to the starting point with ZERO drops.

2- Objects all make it back to the starting point. Objects are reversed multiple times.

3.1- As objects are juggled, participants whip around saying their names. The juggle ends after the name whip-around is complete.

3.2- As objects are juggled, participants whip around and say the names of 2 other people in the circle. The juggle ends after the name whip-around is complete.

3.3- As objects are juggled, participants whip around and say a letter of the alphabet and a corresponding animal. The juggle ends after the last animal.

4- As objects are juggled, participants whip around and say a letter of the alphabet and a corresponding animal. Once we reach Z, we go in reverse alphabetical order and now must say a word the begins with the corresponding letter. The juggle ends after we return to A. There can be ZERO drops to reach a 4.

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