1. LEARNING GOALS AND SCALES

2. LEARNING GOALS FOR TODAY Teachers will understand the characteristics of learning goals. Teachers will understand the difference between learning goals and learning activities. Teachers will understand the characteristics of a simplified learning scale.

3. WHY WRITE LEARNING GOALS? Clear goals establish an initial target. Learning goals have a general tendency to enhance learning. Goals assist students in understanding their progress toward a learning target.

4. WHAT IS THE DIFFERENCE BETWEEN A LEARNING GOAL AND A LEARNING ACTIVITY? A learning goal is a statement of what students will know and/or be able to do. A learning activity is a structured opportunity that allows for skills and knowledge to be applied, practiced, and perfected. See handout

5. EXERCISE #1 Please refer to your handout. Work independently for two minutes. Pair up with an “elbow partner” and discuss your responses for two minutes. Be prepared to share your findings with the large group.

6. LEARNING SCALES Allow students the opportunity to see their progress Demonstrate the kinds of skills and knowledge that relate to levels of mastery (that is, content that is an aspect of the learning goal but is a simpler version of it or is a prerequisite for it) See handout

7. Teacher SideStudent Side 4.0 In addition to score 3.0, in-depth inferences and applications that go beyond what was taught. For example, generating learning goals across grade levels in a given content area “I understand this well enough that I could teach this.” 3.0 The teacher demonstrates an understanding of learning goals by For example, generating learning goals for grade-level content area “I can do the work on my own and am confident in the quality and accuracy of my work.” 2.0 Exhibits no major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes  For example, differentiating between learning goals and activities “I can do this work with some assistance from the teacher.” 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes “I need quite a bit of help to do this work.” 0.0 Even with help, no understanding or skill demonstrated “Huh?”

8. CELEBRATING SUCCESS: TWO APPROACHES Recognize final status (simply recognizing and celebrating each student’s final score on a scale for each learning goal) = ACHIEVEMENT Recognize knowledge gain for each student (the difference between where a student began the unit and where the student ended up) = GROWTH

9. EVERY TIME; ALL THE TIME A simple learning scale should always be posted in the classroom. The learning goals should always be posted in the classroom. Celebrating success

10. NEXT STEPS Create and post learning goals Create and post a simplified learning scale Celebrate success.

11. FUTURE STEPS Write and cluster learning goals at their level of complexity. Design scales at the lesson level by rewriting score-level content. Design scales at the unit level of instruction.