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"
