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VI, Issue I Heather Clayton, the author of Making the Standards Come Alive!, is the principal of Mendon Center Elementary School in Pittsford Central School District, New York. She is also a co-author of Creating a Culture for Learning published by Just ASK. “Students should be able to answer three basic questions: Where am I going? Where am I now? How can I close the gap? ”J.Myron Atkin, Paul Black, and Janet CoffeyA previous issue of Making the Standards Come Alive! titled “Power Standards: Focusing on the Essential” detailed the rationale for prioritizing standards in order to ensure effective teaching and learning. In it, I wrote that determining power standards, rather than giving every standard and indicator an equal amount of attention in the curriculum and on assessments means teachers give priority to the most essential standards. These power standards allow teachers to focus their planning and instruction on what is most essential for their grade level or course. Teachers, in turn, are able to work more efficiently and ensure deeper learning for their students. However, the prioritization of standards alone does not ensure clarity around what students are expected to understand and do. When there is a lack of clarity around instructional goals, students are less likely to be engaged and invested in their success. Standards are broad, complex, and multi-faceted with both explicit and implicit meaning. If clarity around the standards does not exist, teachers struggle to accurately teach, assess, and clearly communicate student progress relative to that standard. In order to provide specific, transparent, lesson-size expectations for learning, teachers need to deconstruct standards into specific learning targets. It isn’t until robust standards are unpacked and made clear to students that we will be able to answer the question “What is each child guaranteed to learn throughout this grade level or course?” Defining Learning Targets“Students who can identify what they are learning significantly outscore those who cannot.”– Robert MarzanoThe metaphor that Connie Moss and Susan Brookhart use to describe learning targets in their Educational Leadership article, “What Students Need to Learn,” is that of a global positioning system (GPS). Much like a GPS communicates timely information about where you are, how far and how long until your destination, and what to do when you make a wrong turn, a learning target provides a precise description of the learning destination. They tell students what they will learn, how deeply they will learn it, and how they will demonstrate their learning. Learning targets describe in student-friendly language the learning to occur in the day’s lesson. Learning targets are written from the students’ point of view and represent what both the teacher and the students are aiming for during the lesson. Learning targets also include a performance of understanding, or learning experience, that provides evidence to answer the question “What do students understand and what are they able to do?” As Moss and Brookhart write, while a learning target is for a daily lesson, “Most complex understandings require teachers to scaffold student understanding across a series of interrelated lessons.” In other words, each learning target is a part of a longer, sequential plan that includes short and long-term goals. Why Use Learning Targets?According to experts, one of the most powerful formative strategies for improving student learning is clear learning targets for students. In Visible Learning, John Hattie emphasizes the importance of “clearly communicating the intentions of the lessons and the criteria for success. Teachers need to know the goals and success criteria of their lessons, know how well all students in their class are progressing, and know where to go next.” Learning targets ensure that students:
Learning targets are also helpful for the adults working with the students. They make it easier to plan, monitor, and assess students’ learning and make instructional decisions that will help all students reach mastery. In fact, when teachers are clear on their learning targets and criteria for success, they become more focused and likely to eliminate the instruction that has no relevance. Learning targets are a part of a cycle that includes student goal setting and teacher feedback. Formative assessment, assessment for learning, starts when the teacher communicates the learning target at the beginning of the lesson. Providing examples of what is expected along with the target written in student-friendly language gives students the opportunity to set goals, self-assess, and make improvements. The Design and Communication of Learning Targets“Students can hit any target that they know about and that stands still for them.”-Rick StigginsWhen designing an effective learning target, teachers have to distill the essential knowledge, skills, and/or reasoning for the lesson. Teachers need to think about what students learned in the previous lesson, what students will need to learn in the current lesson, and where the students are headed in subsequent lessons. The learning target can be made visible and accessible to students through the use of student-friendly language and using the words “I can…” to begin each learning target statement. Following the steps below, teachers can maximize the impact of their instructional planning and delivery. Determine what is essential for the lesson.
Define the level of
rigor for the lesson. Plan a performance of understanding Write student learning targets
Identify criteria for success
Share the learning target
Promote student reflection In their book Learning Targets: Helping Students Aim for Understanding in Today’s Lesson, Moss and Brookhart include a four-step framework for writing learning targets from the students’ point of view. You can access it online at https://bvqca.weebly.com/uploads/1/8/7/5/18754300/reading_excerpts__how_to_design_learning_targets_moss_brookhart.pdf. When learning targets are clearly constructed from the student’s point of view, students are able to answer the following questions:
Learning Target ExemplarsElementary
Middle School
High School
Learning Targets Misconceptions“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.”– W. James PophamMisconception 1 – Learning targets describe the activity that students will complete.
Misconception
2 – Learning targets are the same as instructional objectives. Misconception 3 – Learning targets are checklists. Misconception
4 – Posting the learning target is enough.
In summary, learning targets shared between teachers and students have the potential to yield academic gains for all students. Without clearly defined learning targets, teachers are unable to provide effective feedback and design quality assessments that target the content and skills to be mastered in a grade level or course. Resources and ReferencesAtkin, Myron, Paul Black, and Janet Coffey. Classroom assessment and the national science standards. Washington, DC: National Academies Press, 2001. Clayton, Heather. “Power Standards: Focusing on the Essential.” Making the Standards Come Alive! Alexandria, VA: Just ASK Publications, 2016. Access at www.justaskpublications.com/just-ask-resource-center/e-newsletters/msca/power-standards/ Hattie, John. Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge, 2012. Moss, Connie and Susan Brookhart. Learning Targets: Helping Students Aim for Understanding in Today’s Lesson. Alexandria: ASCD, 2012. ___________ . Advancing Formative Assessment in Every Classroom. Alexandria: ASCD, 2009. ___________ . “What Students Need to Learn.” Educational Leadership, March 2011, pages 66-69. Rutherford, Paula. Instruction for All Students. Alexandria, VA: Just ASK Publications, 2015, pp. 231-236. Bloom’s Taxonomy and Webb’s Depth of Knowledge Resources
Please include the following citation on all copies: Clayton, Heather. “Learning Targets.” Making the Standards Come Alive! Volume VI, Issue I 2017. Available at www.justaskpublications.com. Reproduced with permission of Just ASK Publications & Professional Development (Just ASK). ©2017 by Just ASK. All rights reserved. What are examples of learning targets?Learning targets are about the concepts students will understand and the skills they can apply as a result of a lesson. Non-Example: I can work in a small group to read and discuss an article about Westward expansion. Example: I can describe ways that human activities have altered places and regions.
How do you write a student learning target?Written in student-friendly language and begin with the stem “I can...” Measurable and use concrete, assessable verbs (e.g., identify, compare, analyze). The verb suggests the way in which the target will be assessed. Specific, often referring to the particular context of a lesson, project, or case study.
What are the 5 kinds of learning targets?Types of Learning Targets. Knowledge Mastery.. Reasoning.. Skills.. Products/Performances.. Dispositions.. What targets do you set for your school teachers?24 career goals for teachers. Integrate technology. ... . Collaborate with other faculty. ... . Network with other teachers. ... . Use cooperative learning strategies. ... . Attend training sessions. ... . Pursue continuing education classes. ... . Consider National Board certification. ... . Incorporate games.. |