ON TARGET

Learning Target Review

Before we begin our session, please
take a few minutes to refresh
yourself on learning targets with a
quick read through Criteria for
Effective Learning Targets.

ON TARGET

Your Initial Response:

3-2-1
3 Thoughts/Ideas
2 Questions
1 analogy

Professional Development
January 19, 2015

Using Learning Targets

in the Classroom

ON TARGET

Today we are developing a common understanding

of the effective use of learning targets in the
classroom.
Look at what research says about learning
targets and improved student learning
Discuss the purpose of learning targets
Specify ways to engage students in
learning targets
Unpack the qualities of effective
descriptive feedback
Reflect and offer feedback

ON TARGET

Learners learn best when

They understand clearly what they
are trying to learn and what is
expected of them.
They are given feedback about the
quality of their work and what they
can do to make it better.
They are fully involved in deciding
what needs to be done next, and who
can give them help if they need it.

Big idea

ON TARGET

Gallery Walk
Read through all of the quotes on the
walls.
Choose one that resonates with you
and/or stretches your thinking.
Stand by the quote you chose. Share why you chose that
quote with the others who selected the same quote. As a
group, be prepared
Experts are on the
to share out.

walls. Were learning

with you.

ON TARGET

Educators & Students must be able to answer

Where am I going?
Where am I now?
How can I close the gap?
Without a precise description of where they are
headed, too many students are flying blind.
(Moss, Brookhart & Long, 2011)

ON TARGET

1
Students learn best
when they clearly
understand what
they are trying to
learn and what is
expected of them.

What skills and knowledge will

they learn during this lesson or
unit? How do those relate to the
big picture?
How will they use these skills
and concepts?
How will we know they are
successful, and what is the plan
to gather that evidence?

ON TARGET

Clear Targets Help Us:

Recognize if the formative assessment adequately
covers and samples what we taught.
Correctly identify what students know/dont 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

Learning targets are

effective if they are:
Written for one lesson
Linked to previous and future lessons
Based on knowledge of standards and
students
Transferable and relevant beyond the
lesson
Accessible and understood by all students
Embedded throughout instruction
Measurable
Aligned with the task
Used for student self-assessment

Strategies for Sharing Learning Targets

Questioning
Planning and Envisioning
Using Examples
Using Rubrics

ON TARGET

Examples:
Questioning
Warm-up questions: Why is it important to know about the water cycle? What
would a good report on the water cycle look like?

Planning and Envisioning

KWL: What do we already know about
know about

? What else would be important to

Looking at a rubric: Weve been learning about writing good paragraphs. Lets
look at our rubric for good paragraph. What element might we examine next?

Real-life examples: Have you ever encountered a problem like this? Today, were
going to learn how to solve write etc.

ON TARGET

ON TARGET

Success Criteria (I am successful when)

What will it look like if students hit the learning target?
Is it clearly stated how the teacher and student will gauge
progress towards mastery of the learning target?
Is it clearly stated how the tasks, assignments, and/or
activities are directly linked to gaining mastery of the
learning targets?

ON TARGET

Product Examples

ON TARGET

Protocol Examples

ON TARGET

Process Examples

ON TARGET

It takes both an understanding of the

learning target and an understanding of
the criteria for success to foster selfefficacy and self-regulation. If students
understand the target but dont know
what qualities will get them there, they
are likely to feel discouraged.

ON TARGET

Finish this sentence

change/adjust/enhance

If I could ___________ one thing in my

current instruction, I would __________.

ON TARGET

2
Students learn best
when they get
feedback about the
quality of their work
and what they can do
to make it better.

Where am I in relation
to the target?
Where am I trying to
go?
How am I going to get
there?

ON TARGET

Seven Keys to Effective Feedback

Goal-Referenced
Tangible and Transparent
Actionable
User Friendly
Timely
On going
Consistent

ON TARGET

Feedback on Feedback

SAY SOMETHING

ON TARGET

Students learn best

when they are fully
involved in deciding
what needs to be
done next, and who
can give them help if
they need it

Where am I in relation
to the target?

Whos my go to?

ON TARGET

Creating Confident Capable Learners

Students take more ownership of learning
More effective learners
Self-promotes discussion
Encourages reflection
Helps students understand what they need
to achieve
Active part helps brain growth
Students make sense of learning
Relate to already known
Partnership model

ON TARGET

Student
Engagement

ON TARGET

Teachers and students needs are very similar

ON TARGET

Your New Response:

3-2-1
3 Thoughts/Ideas
2 Questions
1 analogy
Dr. Marci Shepard Orting School District Teaching, Learning & Assessment 2011

ON TARGET

Bridge 3-2-1
Share your initial and new
thinking, explaining to
partners how and why your
thinking shifted.
Your initial thinking is not
right or wrong, it is just a
starting point.
New experiences take our
thinking in new directions.

ON TARGET

Thanks for learning with us!

Aim high
Shoot straight
Keep your eye on the target!