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Understanding the structure and impact of learning targets

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* All standards should be deconstructed to some level
* Deconstructing the standard can be rewriting the standard to student friendly language
* Further deconstruction helps to clarify learning types and targets for teachers and students
* Assessments and activities should be guided by the established learning targets.
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Chappuis (2011) defines four types of learning targets:
* KnowledgeTargets —“factual information, procedural knowledge, and conceptual understandings that underpin each academic discipline” (p. 44)
* All other target types build on the foundation of knowledge targets
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Knowledge includes factual information (verbs you may see in a standard that signify fact-based knowledge targets: “knows, lists, names, identifies, and recalls” [p.
45]) and conceptual information (verbs: understands)
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Chappuis (2011) defines four types of learning targets:
* Reasoning Targets —“specify thought processes students are to learn to apply effectively…within a range of subjects” (p. 47) The way students use knowledge -
* Verbs you may see that signify reasoning targets: “predict, infer, classify, hypothesize, compare, draw conclusions, summarize, estimate, solve problems, analyze evaluate, justify, and generalize” (p. 47)
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As you may notice, the ability to reason on a concept builds on the basic knowledge involved in that concept.
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Chappuis (2011) defines four types of learning targets:
* Skill Targets —refer to “those learning targets where a real-time demonstration or physical performance is at the heart of the learning” (p.
54) Students may demonstrate physical skills, speak/converse, present, or perform.
* Product Targets —“specify the creation of a product” (p. 55) Students use knowledge, reasoning, and skills to create a product, where creating the object itself is the focus of the learning: creating writing samples, artistic products, research reports, or science exhibits
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Learning Target Example
Recognizes similes, metaphors, and analogies
Measures cardio respiratory fitness accurately
Distinguishes between historical fact and opinion
Reads aloud with fluency and expression
Pronounces words correctly in Spanish
Substantiates main points with examples, facts, and anecdotes.
Knows that the pitch of a sound depends on the frequency of the vibration producing it
Produces maps, charts, and graphs to scale
Creates a scripted scene based upon improvised work
Identifies design elements in a work of art
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© 2010 Pearson Assessment Training Institute, Portland, OR.
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Group ONE Grade
Level
Group TWO
Conduct a picture walk of a story.
Criteria unclear book.
List the themes in traditional literature.
1 st
3 rd
4 th
Describe key ideas using illustrations in an informational text.
Determine how the central message, lesson or moral is conveyed through key details in the text.
Compare/Contrast two or more themes in traditional literature from different cultures.
Identify the parts of speech in
“Jabberwocky.”
Evaluate Martin Luther King, Jr.’s “I
Have a Dream” speech.
6 th Organize reasons and evidence clearly.
Tied to a specific text others.
9 th /10 th Apply knowledge of language to make effective choices for meaning or style.
Fix incorrect grammar, punctuation, and capitalization in sample sentences.
Analyze the central ideas in an editorial.
11 th /12 Formulate an objective summary that includes how two or more central ideas interact and skill or build on one another to provide a complex assessment
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* CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KNOWLEDGE:
Recognize explicit textual evidence
Recognize inferences made in text
REASONING:
Analyze text to cite explicit textual evidence
Analyze text to draw inferences
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ANCHOR STANDARD: CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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CCSS.ELA-Literacy.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
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CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
* CCSS.ELA-Literacy.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
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Topic/Activity
I have this great book that
I want to teach…
This instructional strategy or activity looks like fun!
Standard/Learning
Targets
What curricula am I required to teach? And how can I integrate content and literacy?
How do I communicate expectations to students, using the language of the standards?
Standard/Learning Outcome
Now how can I connect it to the curriculum?
How do I let my students know what they need to know?
Assessment
Did my students complete the ACTIVITY?
Did my students learn the
CONTENT?
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Assessment
How will I know if my students
MASTERED the content?
How will my students know if they’ve mastered the content?
Instructional Decisions
What strategies will help my students meet the learning target?
What resources best facilitate my students’ mastery of the content?
Implementation/
Reflection
How do student data inform my evaluation of the teaching and learning?
What learning targets need reteaching? Where do my students need to go from here?