Clear Learning Targets shift us away from what we, as

teachers, are covering and towards

what our students are LEARNING.

Regan 6/4/2015

How do we deconstruct standards in order to create Effective Learning Targets that are

developmentally appropriate and reflect what students will learn and be able to do?

Students’ entry point for learning

Appropriate to age and developmental stages, social and cultural contexts

Goals and experiences are suited to their learning and development and provides challenging material

Reflects a knowledge of How children learn and develop

Curriculum

Knowledge of developmental milestones and hierarchy of skills

Assess and observe

Set challenging and realistic goals

Provide all students with access to learning – PMC, core vocabulary

Utilize prior knowledge and student interests

Give students time to process and learn

Standard/NYSAA Extension

Learning Targets For Teachers

Plan& Deliver *Assessments *Instruction

Student Friendly Targets

For learners Self assess

I can…… I will be able to…. I am learning to….

Success Criteria

Are written in student friendly language and describe what the student will understand and learn

Are the building blocks for reaching towards the standards

Drive our classroom instructional decisions

Are measurable

Allow for differentiation

Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives and instructional strategies need to be closely aligned so that they reinforce on another.

To ensure that these three components are aligned, ask yourself the follow questions:

Learning objectives: What do I want students to know how to do when they leave this course? Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified? Learning Targets: What kinds of activities in and out of the class will reinforce my learning objectives and prepare students for assessments?

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 the students.

Have students self-assess.

Be posted daily for students to see.

Be discussed with students at the beginning of the lesson.

Be referred to during the lesson.

Be reviewed with students at the end of the lesson.

❓How do you know students reached the target? (formative assessment)

Common Core Learning Standards/NYSAA Extension

Learning Objectives/ Tasks

Learning Targets

Using all of the characteristics of an effective Learning Target, I

can further develop an existing one.

Learning Target Characteristics

Yes/No Why/Why not Revised Artifact

Determine the main idea of a text and explain how it is supported by key details; summarize the text

Using the provided handout “Development of Learning Targets” we will

List characteristics of an effective learning target

Using the LT listed on handout, complete the 2nd and 3rd columns.

If each characteristic is/is not evident, answer why/why not.

Revise the LT in the final box to meet the criterion of an effective LT.

Learning Target Characteristics

Yes/No Why/Why not Revised Artifact

Measurable

Student-friendly

Reflects what students should know

Focused on appropriate/grade level standards

Determine the main idea of a text and explain how it is supported by key details; summarize the text

Learning Objectives/NYSAA Ext. Learning Targets

•Designed for the larger scope of learning •Clear, Specific, and designed daily

•Encompasses the learning/goal of several learning targets

•Student-friendly terms

•Unit-based/end of unit •Bite-sized learning of daily instruction

•Emphasis on transferring of knowledge •Use measurable, concrete, specific verbs

•Teacher-oriented •Standards-based and rigorous

•Students demonstrate specific types of performances at the end of extended learning

• Connected to performance of understanding – what students do, make, say, or write to help them learn it

•Discussed throughout the lesson

Task

Step 1: Using a Smartphone or iPad, go to the website: Kahoot.it

Step 2: Type in the code __________

Step 3: Name your group

Step 4: Listen for directions

1. Be able to identify the verbs in the sentences.

2. I can state two things about plants.

3. Be able to discuss the main characters in Holes.

4. I will understand photosynthesis.

5. I can write a sentence to identify the main character in Holes.

6. I can categorize vehicles that fly.

7. I can list characteristics of liquids.

8. I can identify and use prepositions to describe a picture.

9. I can understand the properties of water.

10. I will read numbers and put them in order.

11. I can answer Where questions in a story.

12. I can describe a character, setting or event in a story or drama, using details from the t ext.

13. I can state my opinion by choosing “yes” or “no”.

14. I can summarize a story, drama or poem.

15. I can retell a story in my own words using “first” and “then”.

*General

*Long Term

*Whole, rather than in pieces

*Written in technical language (designed for adults)

*context for the learning targets

*Expectations

*Measurable, assessable, and achievable

*Student friendly

*Isolated piece of standard

*Immediate (short term)

*Language that students understand

*Stepping stone toward meeting the standard

*Smaller parts

*Measurable, assessable and achievable

*Can change over time

*Teacher-generated

*Personalized

expectations

•Measurable, assessable, achievable •Guides instruction •Learning expectations and desired outcomes •Element of time is involved

Standard/

NYSAA Extension

Learning objective/Task is determined

Learning Target is planned and will drive

assessment, instruction and objectives

Student Friendly targets are designed

These targets will: Help our students self assess and will determine our

criterion for assessment

I can…

I am learning to…

Reading RL 4.3

Describe in depth a character,

setting, or event in a story or

drama drawing on specific

details in the text (e.g.: a

character’s thoughts, words

or actions).

{ Content: What we want students to know Skill: what student will be able to do that represents that knowledge

Reading RL 4.3

Describe in depth a character,

setting, or event in a story or

drama drawing on specific

details in the text (e.g.: a

character’s thoughts, words

or actions).

{

Content: What we want students to know: •Characters •Setting •Events •Details

•Thoughts •Actions •Words

Skill: What student will be able to do that represents that knowledge: •Describe •Use •Identify •Justify •Provide

Select a standard that is most appropriate for your group

Unpack the standard according to content and skill.

Standard { Content Skills

1. Determine your standard and determine the content or objectives you will target.

2. Identify the critical features or skills you will target.

3. Write the learning targets in language students can understand.

4. Design your lesson to include fostering of thinking skills and application of new knowledge

5. Can be written as an “I can” or similar statement.

Write Learning Targets from the deconstructed standard using the Learning Target template.

As a group, analyze your learning targets to determine if they meet the criteria we discussed.

Place a check mark next to each one that fits the criteria.

Rewrite any as needed.

Standard: Objective:

Learning Targets:

Day 1 Day 2 Day 3 Day 4 Day 5

Determine your standard or objective.

Identify the critical features of each objective that you want your students to learn – these are your targets.

Write the learning targets in language students can understand.

Design instruction that promotes thinking skills and ensures learning.

Ask yourself:

Which learning targets are you assessing?

Are they student friendly?

Are they focused or are they too broad?

Are they clear and appropriate in terms of what students should learn and be able to do?

Are they standard-based?

Are they data driven?