1. Learning Targets Using Learning Targets Effectively in the Classroom
Presentation Adapted from PIMSER
By Jenny Ray

2. Research-based Strategies
5 Research-based strategies that significantly improve student learning:
Clarifying and sharing learning intentions and criteria for success
Effective Questioning (Engineering effective discussion, questions, activities, and tasks that elicit evidence of learning)
Descriptive Feedback that moves learners forward
Peer assessment (Students as instructional resources for one another.)
Self-assessment (Activating students as owners of their own learning.)

3. Difference Between Learning Target and Learning Objective (Teacher Target)
Learning Targets are short term goals written from the Student’s Point of View
I can perform operations with radicals.
I can solve systems of equations by substitution.
Learning Objectives are written as a goal the teacher wants the student to accomplish.
The student will perform operations with radicals.
The student will know how to solve systems of equations by substitutions.

4. What is an Effective Learning Target?
Effective learning targets guide instruction and learning for a single classroom lesson.
When designed well, learning targets
focus on appropriate content/grade level standards,
student point of view and
include measurable objectives that anchor instructional activities/formative assessment

5. Is this an Effective Learning Target?
I can explore volume.
Exploring volume has many components; the target needs to focus on one particular aspect of volume
I can identify characters, setting and plot.
Focus on character for today’s lesson, then move on to the other two concepts.
I can find perimeter of a polygon.
Provides a measurable objective written from student’s point of view that will drive instruction and assessment during the lesson..

6. Evaluate the Following Standard-Learning Target Pairs
Are they WEAK or STRONG?

7. Analyze, and explain the relationships between the respiratory and cardiovascular systems as they obtain oxygen needed for the oxidation of nutrients and removal of carbon dioxide.
I can compare and contrast the structure of the human circulatory and respiratory system.

8. Analyze, and explain the relationships between the respiratory and cardiovascular systems as they obtain oxygen needed for the oxidation of nutrients and removal of carbon dioxide.
STRONG
I can compare and contrast the structure of the human circulatory and respiratory systems.

9. Determine heat capacity of a substance using mass, specific heat, and temperature.
I can use a computer interactive module to reinforce my ability to compute capacity problems.

10. Determine heat capacity of a substance using mass, specific heat, and temperature.
Weak
I can use a computer interactive module to reinforce my ability to compute capacity problems.

11. Students will conceptualize positive and negative numbers (including decimals and fractions).
I can apply the patterns found in multiplying integers to division of positive and negative integers.

12. Students will conceptualize positive and negative numbers (including decimals and fractions).
STRONG
I can apply the patterns found in multiplying integers to division of positive and negative integers.

13. Prove theorems about triangles
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, (and its converse); the Pythagorean Theorem using triangle similarity.
Can I determine if sides of a triangle are parallel based on proportionality?

14. Prove theorems about triangles
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, (and its converse); the Pythagorean Theorem using triangle similarity.
Weak
Can I determine if sides of a triangle are parallel based on proportionality?

15. CLOSING: Which Learning Target is Best Aligned to Today’s Lesson?

16. I can describe the attributes of clear learning targets.1 2
I can design assessment tasks for learning targets that will be used as a formative assessment in my classroom.
I can describe the attributes of clear learning targets. 3 4
I can explain how a standard translates into teacher targets and then into student friendly learning targets
I can understand and develop learning targets at different levels of difficulty.

17. Task Cards (Next 5 slides)

18. The student will analyze energy of position, including gravitational potential energy and elastic potential energy.
I can explain the different between gravitational energy and elastic potential energy.
I can solve word problems that analyze energy of position, including gravitational potential and elastic potential energies..
I can analyze energy of position, including gravitational potential and elastic potential energies..

19. The student will develop a topic sentence and supporting sentences.
I can identify the topic sentence and supporting sentences in a paragraph.
The student will develop a topic sentence and supporting sentences.
I can evaluate a topic sentence to ensure that it represents its paragraph’s main idea.
I can describe the purpose of a topic sentence and supporting sentence.

20. The student will measure distances on a variety of maps
calculate distances between two points on 1) a map of Africa and 2) a map of one African nation.
calculate distances between two points on 1) a map of Africa and 2) a map of one African nation.
calculate distances between two points on 1) a map of Africa and 2) a map of one African nation.
I can use the map’s index and grid to locate two geographical points.
The student will measure distances on a variety of maps
I can calculate distances between two positions on 1) a map of Africa and 2) a map of one African nation.
I can convert the distance on a map to the actual distance between two places using the map scale.

21. I can accurately measure the distance between two points in inches and centimeters.

22. Students will investigate structure and function of living systems.
Students learn and effectively apply a variety of reading strategies for comprehending, interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and contemporary works.
Students will investigate structure and function of living systems.
I can use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections.
Students demonstrate an understanding of the notion of differentiability.