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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.
Types of Learning Targets
Learning targets fall into one of four categories: knowledge, reasoning, skill, and product (Chappuis, Stiggins, Chappuis, & Arter, 2012, pp. 44-58).
Learning targets are short term goals or statements. Your learning targets should clearly state what you expect students to know and be able to do at the end of the lesson(s).
When you are writing them, remember: Learning Goals should refer to understanding, knowledge, skills, or application. Success Criteria should refer to a concrete learning performance: something students will say, do, make, or write to indicate they are moving toward the Learning Goal.
As stated previously, a learning target has two components: the statement of the mathematical idea and the success criteria. The statement of the mathematical idea, or more simply “the math idea,” describes the conceptual learning that will result from the lesson.
The five learning outcomes are intellectual skills, cognitive strategy, verbal information, motor skills, and attitude.
ALS is intended for out-of-school youth and adults who are 16 years old or older and beyond basic school age that need basic literacy skills particularly in reading, writing and simple computation.
Learning targets guide teachers on what they are to teach and students on what they are to learn. Most important, teachers use learning targets to determine what behavior they should be looking for as students demonstrate their level of knowledge and skill.
Knowledge. Know, list, identify, understand, explain “Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or content area…
A Learning Target specifies and unpacks the objective and spells out what students will be able to do during and after the lesson or lesson series. Learning Targets are in student friendly language and are specific to the lesson for the day, or span of days, and directly connected to assessment.
In algebra, for example, a learning intention might be “I can understand the structure of a coordinate grid and relate the procedure of plotting points in quadrants to the structure of a coordinate grid.” The success criteria for this intention could be that students can talk and write about that procedure, using the …
They are not designed for students but for the teacher. A shared learning target, on the other hand, frames the lesson from the students’ point of view. A learning target helps students grasp the lesson’s purpose—why it is crucial to learn this chunk of information, on this day, and in this way.
Learning objectives are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning objectives identify what the learner will know and be able to do by the end of a course or program.
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This will likely take more than one class period. Learning Targets are written as I can statements and are tied directly to your standard. You may be required to write these on the board in addition to your Objective.
Course-specific learning outcomes (also sometimes referred to as learning objectives or course-specific goals) are clear statements that describe the competences that students should possess upon completion of a course (Simon and Taylor, 2009; Anderson et al., 2001; Harder, 2002; Kennedy et al., 2006).
knowledge of their students’ affective characteristics leads to more targeted instruction and successful learning experiences for students. Because students are able to focus on affective development in concert with cognitive development, they are more likely to be successful.
Learning Intentions are descriptions of what learners should know, understand and be able to do by the end of a learning period or unit. Learning intentions are the basis for tracking student progress, providing feedback and assessing achievement.
Learning intentions, if they are to be effective, have to be understood and accepted by students. Simply writing a target on the dry-erase board and then reading it aloud waters down the power of a learning intention, which should focus the entire lesson and serve as an organizing feature of the learning students do.
7 Learning Outcomes | |
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1 | Identify own strengths and develop areas for growth |
2 | Demonstrate that challenges have been undertaken, developing new skills in the process |
3 | Demonstrate how to initiate and plan a CAS experience |
4 | Show commitment to and perseverance in CAS experiences |