1. Learning Goals & Targets
Marzano Instructional Model
Learning Goals & Targets

2. STANDARD: Providing Clear Learning Goals and Scales (DQ1)
Participants will..
Identify and describe “standards-based instruction”
Apply the ideas of “standards-based instruction” to the development of learning goals and scales.
Design and implement standards-based instruction using learning goals and scales.
Tracking student progress has been shown in research to be the strategy that provides students with the highest probability of success.
Starts with a clearly defined learning goal which is based on the standard.

3. LEARNING SCALE: 4.0 3.0 2.0 1.0 Participants will be able to:
Adapt feedback specific to the level of implementation of instructional decisions for individual teachers to foster growth and increase teacher expertise
No major errors or omissions regarding the 4.0 content
3.0
Participants will..
Design and implement standards-based instruction using learning goals and scales.
No major errors or omissions regarding the 3.0 content
2.0
Participants will recognize and recall specific vocabulary including:
learning targets, performance scales, formative assessment, tracking student progress, critical content strand
Identify and describe “standards-based instruction”
Apply the ideas of “standards-based instruction” to the development of learning goals and scales.
No major errors or omissions regarding the 2.0 content
1.0
With help, partial success at level 2.0 content and level 3.0 content
Even with help, no success

4. Reflection
How do you currently use learning targets in your classroom?
How do you currently use learning targets to drive instruction?

5. Criteria for Success State Standards Learning Goals Learning Targets
Declarative or Procedural Knowledge
State Standards
Unpack Essential Knowledge and Skills

6. Standards-Based Classroom

7. Scope and Sequence Identify Essential Standards
Cluster Targets into Unit Organizer
Plan for Assessments
Organize Targets into Scales
Unpack Standards to Create Targets
Group Standards into Units
Identify Essential Standards

8. Learning Targets
Are the essential knowledge and skills that students need in order to demonstrate the standard
Include the foundational concepts that provide the underpinning necessary to reach the standards
Include concepts that go deeper with the standards

9. “What is the most important is that teaching is visible to the student and that the learning is visible to the teacher.”
Hattie, 2009
From LSI, Marzano Essentials for Achieving Rigor

10. What is the difference?
Identifies what student will know and be able to do
Based on standards
Learning Goal & Scale
Escalate in complexity
Align with the increasingly difficult levels of a taxonomy and scale
Learning Targets
Align to the Learning Targets
Advance student towards mastery of the learning goal
Activities & Assignments
From LSI, Marzano Essentials for Achieving Rigor

11. Learning Targets
Are the essential knowledge and skills that students need in order to demonstrate the standard
Include the foundational concepts that provide the underpinning necessary to reach the standards
Include concepts that go deeper with the standard

12. What’s the difference
Identifies what student will know and be able to do
Based on academic standards
Learning Goal
Escalate in complexity and align with the increasingly difficult levels of a taxonomy and scale
Learning Targets
Align to the learning targets in order to advance students toward mastery of the learning goal
Activities & Assignments

13. What’s the difference? Math Example Standard
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Learning Goal
Students will be able to classify two-dimensional figures based on the presences or absences of parallel or perpendicular lines.
Foundational Learning Target
Students will be able to examine similarities and differences between the points of view of different characters in a text.
Activity or Assignment
Students will complete a comparison matrix to analyze Tom and Ben’s point of view from the fence whitewashing scene in The Adventures of Tom Sawyer. Students will compare the characters’ actions, thoughts, and feelings noting the similarities and differences, then summarize their discoveries.

14. Learning Target vs. Activity/Assignment
Now You Try
Learning Target vs. Activity/Assignment
Practice
Consider the statements from different subject areas.
Determine whether each statement is a learning target or an activity/assignment.
Debrief
Consider how the attributes of a learning target and learning activity/assignment are different.
For each of the activities, describe possible feedback on how to rewrite it as a learning target.

15. Understanding Scales It all works together Assessment Assignment Scale
Activity
Targets
Instruction

16. Building the Standards into Scales
What is a learning scale?
A Learning Scale…
Articulates distinct levels of knowledge and skill relative to achieving the standard
Is a progression of learning
Is based on ONE measurement topic
There can be more than one scale per unit
There can be more or less than one standard per unit.
From LSI, Marzano Essentials for Achieving Rigor

17. Conative Skills in the Standards
Skills that allow a person to examine his or her own knowledge and emotions in order to choose an appropriate course of action.
Examples:
Interacting responsibly
Handling controversy and conflict resolution
Taking various perspectives
Becoming aware of the power of interpretations
Avoiding negative thinking

18. Identifying Knowledge and Skills:
Examine your standard.
Circle the PROCEDURAL KNOWLEDGE (verb)
Underline the DECLARATIVE KNOWLEDGE (noun)
Box the conative skills

19. Let’s Try One Together!
Example WL.K12.SU.3.3
Provide basic information on familiar topics using phrases and simple sentences.
Let them try

20. Now You Try It!
Example WL.K12.NM.2.2
Demonstrate understanding of simple written announcements with prompting and support.
Let them try

21. Creating Learning Targets
List the essential skills needed to demonstrate the standard.
Identify the taxonomy of each essential skill.
Integrate the remaining knowledge and other basic processes to provide the underpinning necessary to teach the essential skills.

22. STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES
Marzano Taxonomy
DETERMINE COMPLXITY LEVEL OF THE STANDARD.
Decision Making, Problem Solving-Experimenting, Investigating
Knowledge Utilization
Matching, Classifying, Analyzing Errors, Generalizing, Specifying
Analysis
Integrating, Symbolizing
Comprehension
Executing, Recalling, Recognizing
Retrieval

23. List the essential skills needed to demonstrate the standard
Step 1
List the essential skills needed to demonstrate the standard
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Foundational Knowledge
Nouns- Basic Processes
Essential Skills
Verbs- Action Phrases
Taxonomy Level
Scale Level
Recognize and recall academic vocabulary
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines
Classify two-dimensional figures based on the presence or absences of angles of a specified size
Recognize right triangles as a category
Identify right triangles
Let them try

24. STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES
What students need to know in order to show mastery of the standard.
Chunks of the standard.
At the level of cognitive complexity as the standard.
Becomes the level 3.0- learning goal.
STEP 2:
DETERMINE LEARNING GOAL TARGETS- KNOWLEDGE AND SKILLS NEEDED TO DEMOSTRATE THE STANDARD.
From LSI, Marzano Essentials for Achieving Rigor

25. Identify the taxonomy level of each essential skill
Step 2
Identify the taxonomy level of each essential skill
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Foundational Knowledge
Nouns- Basic Processes
Essential Skills
Verbs- Action Phrases
Taxonomy Level
Scale Level
Recognize and recall academic vocabulary
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines
Analysis Matching
Classify two-dimensional figures based on the presence or absences of angles of a specified size
Recognize right triangles as a category
Retrieval
Recognizing
Identify right triangles
Executing
Let them try

26. STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES
Build from what students already know and are able to do.
‘Unpack’ the standard.
Move down a level of cognitive complexity on the taxonomy.
Identify vocabulary that is key to learning and demonstrating the standard.
Becomes the Level 2.0.
DETERMINE FOUNDATIONAL TARGETS- KNOWLEDGE AND SKILLS THAT BUILD TO THE STANDARD.
From LSI, Marzano Essentials for Achieving Rigor

27. Step 3
Integrate the reminding knowledge and other basic processes to provide the underpinning necessary to reach the essential skills
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Foundational Knowledge
Nouns- Basic Processes
Essential Skills
Verbs- Action Phrases
Taxonomy Level
Scale Level
Recognize and recall academic vocabulary
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines
Analysis Matching 3
Classify two-dimensional figures based on the presence or absences of angles of a specified size
Recognize right triangles as a category
Retrieval
Recognizing 2
Identify right triangles
Executing
Let them try

28. STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES
DETERMINE TASKS WITH GREATER COGNITIVE COMPLEXITY.
Move up a level of cognitive complexity on the taxonomy.
Think about how students can extend the knowledge and skills of the standard.
Becomes the Level 4.0.
From LSI, Marzano Essentials for Achieving Rigor

29. Step 4
Determine the highest level taxonomy and set as the goal target for level 3 on the scale
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Foundational Knowledge
Nouns- Basic Processes
Essential Skills
Verbs- Action Phrases
Taxonomy Level
Scale Level
Recognize and recall academic vocabulary
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines
Analysis Matching 3
Classify two-dimensional figures based on the presence or absences of angles of a specified size
Recognize right triangles as a category
Retrieval
Recognizing 2
Identify right triangles
Executing
Let them try

30. Skills needed to demonstrate mastery of the standards
Learning Goal Targets
Skills needed to demonstrate mastery of the standards
Tips
‘Chucks’ of the standard
Identifies the proficiencies at the highest complexity in the standard
3.0 level on the scale

31. Foundational Targets
Knowledge integrated with basic processes that provide the underpinning necessary to reach the Learning Goal Targets
Tips
Build from what the students already know and are able to do
Lay the foundation necessary to reach the Learning Goal Targets
Include the level(s) of cognitive complexity below the Learning Goal Targets
Identify the vocabulary that is key to learning and demonstrating the standard
2.0 level on the scale

32. Scales
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
4.0
Students will be able to:
Determine the best way to classify two dimensional figures into groups when comparing more than one attribute at a time.
3.0
Students will..
Classify two-dimensional figures based on the presence or absences of:
Parallel or perpendicular lines
Angles of a specified size
2.0
Students will recognize and recall specific vocabulary including:
Absence, angle, parallel lines, perpendicular lines, presence, right triangle
Describe the key parts of two-dimensional figures, including:
Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)
Triangles (right, acute, obtuse)
Presences or absence of:
Identify right triangles
Recognize right triangles as a category of tow-dimensional figures
1.0
With help, partial success at level 2.0 content and level 3.0 content
Even with help, no success

33. Step 5
Extend the learning progression by building Cognitively Complex Targets
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles.
Foundational Knowledge
Nouns- Basic Processes
Essential Skills
Verbs- Action Phrases
Taxonomy Level
Scale Level
Recognize and recall academic vocabulary
Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines
Analysis Matching 3
Classify two-dimensional figures based on the presence or absences of angles of a specified size
Recognize right triangles as a category
Retrieval
Recognizing 2
Identify right triangles
Executing
Let them try

34. STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES
3.0- Targets that align with the cognitive level of the standard.
2.0- Targets that are foundational in nature.
4.0- Targets that move students to a higher level of cognitive complexity than the standard.
Sequencing Targets:
Standard, Foundational, More Complex
From LSI, Marzano Essentials for Achieving Rigor

35. Building Your Own Scale
Create scales based on the standard, target skills, and cognitive levels you identified.
3.0 content and skills (standard specific)
2.0 content and skills needed to build to the 3.0 level (foundational knowledge)
4.0 content and skills that have individual students moving up a cognitive level from the goal (3.0 level)
From LSI, Marzano Essentials for Achieving Rigor