Misfire

There are two main misconceptions with learning target.
 

• Writing is the objective is sharing the learning target.  This is not enough...students need to know what, why and how as a part of the target.

• Handing out a rubric is enough.  Not so.  Students need to understand how the rubric applies to the task.  They need experience with the rubric so they know what good and not so good work looks like

A vision of the endpoint makes the journey possible.

Practice Makes Perfect

There are many stratgies to use when sharing learning targets.  Teachers can utilize the following in order to help students achieve the goal.

Questioning is an effective technique.  Think-pair-share, warm up activities and making connections to previous learning helps introduce the targets.

Planning and Envisioning works.  Using planning charts such as KWL are effective.

Using examples of what you are looking for.  Having anchor sets of Good, Fair, and Not so Good work will show students what they need to do.

Rubrics are powerful.  They cannot just be handed out for students to refer to, but need to be taught so students clearly understand.

Time to Perform

Performance of Understanding is a key component.

• Makes the learning target visible for everyone.
• Presention of the learning target at the beginning, referred during the lesson and revisited at the end.
• Students can do, make, say or write that shows them the essential knowledge or skills
• More than an assignment
• Provides strong evidence so students can say "I reached my target."
• Prepares students for the challenges of tomorrow's lesson.

"I Can" Hit the Target

Learning Targets are all about student.  Teachers should describe exactly what students should learn in developmentally appropriate language.

Using "I Can" provides the student with success by telling them at the end of the lesson they will be able to hit the target.

Phrases such as "We are learning to..." can be helpful.

Students can self-regulate and make adjustments if the task seems difficult.  The ultimate goal is to create assessment capable learners.  Students can apply their learning.

Student motivation increases as a result of learning targets.  Self-effiacy is increased because they know what it takes to be successful and will persist in that pursuit.

How do we make students feel like they can?  Use relevant illustrations and real world connections to make it visual. 

• diagrams
• charts
• pictures
• examples
• video clips
• demonstrations

Mining for the Diamond

Teachers need to drill down to the essentials in order to be effective.  Under the right circumstances, coal becomes a diamond. 

There are four critical steps.

• Teacher understands objective and chunks the learning for that specific day
• Teacher uses a taxonomy of thinking skills to build on what they know and promote deep understanding
• Student understands what to do and what they are to learn from the lesson or activity
• Stating the Target effectively:  Speaks to student, expresses the essentials, gives rationale for why, performance of their understanding

Eye on the Target

Effective teaching equals meaningful learning.

Everyone including students, administrators and teachers need to share a common vision.

Targets must be measurable and defined so everyone is on board.

Look-fors:  all players are able to look for the targets through the same lense.