Learning Targets

Learning Targets: What Are They?

 Unlike instructional objectives, which are about instruction, derived from content standards, written in teacher language, and used to guide teaching during a lesson or across a series

of lessons, learning targets frame a lesson from the student point of view.  A learning target helps

students grasp the lesson's purpose--why it is crucial to learn this chunk of information, on this day, and in

this way. Learning targets written in a student friendly way, often are posted beginning with the works "I

CAN..."  

Statements of what we want students to learn and be able to do.

“Teachers who truly understand what they want their students to accomplish will almost surely be

more instructionally successful than teachers whose understanding of

hoped-for student accomplishments are murky.”

Educators & Students must be able to answer…Where am I going?Where am I now?How can I close the gap?How will I know I’m getting there?How can I keep it going?

Learning Targets: Math ExampleMath

Decimals

Page 152 in the book

Going on a decimal hunt

Read decimals and put them in order

Subject

Topic

Assignment

Activity

Learning Target

What To Think About…

Are the student learning targets stated and easy to find?

Are the student learning targets focused—are there too many?

Are they clear?

Are they appropriate?

Do the stated learning targets reflect a bigger plan to cover all important learning targets over time?

Begin With The End In Mind…

Standards can be broken down into several targets. As we look at standards decide which targets need to be addressed in order for the students to MASTER the standard.

What is the end goal? What do I want them to be able to do? Make a list of the targets that will be used to MASTER the standard. Rank the targets. Which targets needs to be taught first, next, then…. The targets should build on one another. YOU DON’T HAVE TO TEACH A WHOLE STANDARD IN ONE LESSON!!! Break the standards down into easy to understand targets so

students know what their goal is and will feel less overwhelmed as they try to reach this goal.

Question???What is the difference between a

STANDARD

and a

TARGET?

STANDARD: An excellent golf swing TARGETS:

Proper placement for feet (stance) Proper grip while maintaining stance Swing A, B, C (3-parts to swing)

ACTIVITIES: Watch videos of great golfers and imitate their

stance

Are the standards clear? Can your content standards stand alone and

be used as learning targets or do they need to be deconstructed or ‘unpacked’?

Deconstruction involves taking a standard and breaking it down into manageable learning targets that students and teachers can accurately identify what students should know and be able to do.

The 4 Categories of Learning Targets

KnowledgeReasoning

Performance/SkillsProducts

Knowledge Examples Identify metaphors and similesRead and write quadratic equationsDescribe the function of a cell

membraneKnow the multiplication tablesExplain the effects of an acid on a base

Reasoning ExamplesUse statistical methods to describe,

analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a

meaningful interpretation. Distinguish between historical fact and

opinion.

Performance/Skill Examples

Measure mass in metric and SI units Use simple equipment and tools to gather

data Read aloud with fluency and expression Participates in civic discussions with the aim

of solving current problems Dribbles to keep the ball away from an

opponent

Product ExamplesConstruct a bar graphDevelop a personal health-related

fitness planConstruct a physical model of an

objectWrite a term paper to support a thesis

Clear Targets Help Us:

Recognize if the formative assessment adequately covers and samples what we

taught. Correctly identify what students know/don’t

know, and their level of achievement. Plan the next steps in instruction.

Give meaningful descriptive feedback to students. Have students self-assess or set goals likely to

help them learn more. Keep track of student learning target by target

or standard by standard.

Creating Targets For: Multiplying Single Digit Numbers What knowledge will students need to

demonstrate the intended learning? What patterns of reasoning will they

need to master? What skills are required, if any? What product development capabilities

must they acquire, if any?

Without Clear Targets We Can’t Do Any of the Following…

Know if the assessment adequately covers and samples what we taught.

Correctly identify what students know and don’t know and their level of achievement.

Plan next steps in instruction. Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to help them learn

more. Keep track of student learning target by target or

standard by standard. Complete a standards-based report card.

“I Can” Statements: What Are They?

The “I can” statements have been developed to allow students to see the progress they are

making towards proficiency. Each “I can” statement has been written in a way that

students will understand what skills they will be expected to have at the end of a unit. Each

statement is started with “I can” and then a specific action verb that is a clear statement of

each goal or skill.

“I Can” Statements I can write a lab report to communicate the

steps and results of an experiment. I can identify the parts of an atom. I can compare similarities among people

from different geographical cultures. I can add two numbers using the count on

strategy.

Let’s Practice…1. Look at the standard on your table.2. With your table group write deconstruct the

standard. 3. Decide what knowledge, reasoning, skills, and

products will be needed to MASTER the skill.4. Develop some “I Can” statements to help reach the

standard.5. Remember to rank the “I Can” statements so they

build on each other until the standard/goal has been MASTERED.

6. Choose a group member to share!