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8/9/2019 Talking Points About Learning Targets
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Karen Kidwell, Kentucky Department of Education
Talking Points about Learning
Targets
1. Learning targets are statementsderived from a standarddescribing whata student should know and be able to do as a result of daily or a
small chunk of instruction or a learning experience.2. They are often called other thingsobectives, learner goals, etc.3. !efore beginning to "deconstruct# a standard into learning targets,
consensusmust be reached as to what the standard is really about.
Groupsshould discuss the standard and reach agreement as to what
learner actions must be exhibited to ualify as e!idence that the
standard has been met. Discussions about the standards establish deeper
understanding and consistent interpretation.4. The ability to create clear learning targets is directly related to the
content and pedagogical content knowledgeof the persons creating thetargets.
5. $oints % and & are usti'cation for why the deconstruction process is generally
more successful as a group versus an individual process. The processis not
ust a task to be completedit is a true professional learning
experience.6. The work of deconstruction is a process that must not be "rushed#it is not
"easy#, but when done well, the payo( is huge in terms of teaching and
learning uality)i.e., deeper and more meaningful student understanding*.7. +ot all targets will be "black and white# from the standard. ome inferences
likely will be made that maydepend on earlier standards in the content area
or strand and-or the big ideas of the content-topic.8. Learning targets are notthe desired "end product# from a set of standards
they are merely the means to the end goal of BETTER STUDENT
ACHIEVEMENT AND ENGAGEMENT.9. Learning targets in and of themselves will +T improve student achievement
to the degrees that research describes for well/implemented classroom or
formative assessment" They are #ust the foundational piece of a
system of strategies"10.0ith a foundation of clear learning targets, you can do the following1
standards/based planning2 standards/based instruction2 standards/based
formative and summative assessment2 formative assessment instructional
practices, including grouping students for di(erentiated instruction, o(ering
e(ective feedback, teaching students to o(er e(ective feedback, providing
student opportunities to self/assess and set goals based on the intended
learning, and opportunities for students to track, re3ect on, and share their
growth2 standards/based record/keeping, both formative and summative2 and
standards/based grading. 4onversely, without clear targets$ none of
these things can be done or done accurately"
8/9/2019 Talking Points About Learning Targets
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Karen Kidwell, Kentucky Department of Education
11.eek defensible accuracyin selecting-creating learning targetsnot
perfection )i.e., you can clearly e5plain and ustify 067-60 the target is
aligned to the standard and important in the learning progression of
students*.