Estimated Module Completion Time: 10 minutes
Estimated Module Completion Time: 10 minutes
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On this page, you will learn more about what are learning targets, types of learning targets and how to use the deconstruction process to develop learning targets. You will then watch two videos and complete a task.
Before You Begin:
The Ohio Center for Autism and Low Incidence (n.d.) stated:
When de-constructing standards, you are looking at what the content standard
requires students to know and be able to do, not how you will assess it. We
must be vigilant in distinguishing between learning targets-statements of what
we want students know and be able to do-and the manner in which we will
teach or assess them-the tasks and assignments we will give students to do.
Educators must understand the difference between developing learning targets and developing assessments that measure taught content. It is within the learning targets that teachers determine what students should master at the end of a given lesson. To do so effectively, teachers must understand the various types of learning targets.
What is a Learning Target?
What is a Learning Target?
When writing a learning target, it should be be written in student-friendly language which will tell students what they should be able to do and what they will learn at the end of the lesson. These targets are written in "I can" statements that must be visible in the classroom. The objectives help the teacher to know what they are teaching for the day, and the learning targets tell students what they will learn for the day. Learning targets fall into four categories. Oklahoma State (n.d.) provided a general definition for the main types of learning targets which are listed below.
Knowledge Targets
The facts and concepts we want students to know. Knowledge targets represent the factual underpinnings in each discipline. They are often stated using verbs such as knows, lists, names, identifies, and recalls. Ex. Know multiplication facts to 10
Reasoning Targets
Students use knowledge and understanding to reason and solve problems. Reasoning targets represent mental processes such as predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates, and generalizes.
Process/Skill Targets
Students use their knowledge and reasoning to act skillfully. Process/skill targets refer to those performances that must be demonstrated and observed, heard or seen, to be assessed. Knowledge targets always precede skill targets. Process/skill targets are also evidenced by the process being the most important aspect. Ex. Oral fluency in reading, driving with skill, playing a musical instrument.
Product Targets– Students use their knowledge, reasoning, and skills to create a concrete product such as “creates tables, graphs, scatter plots, and box plots to display data, notates music, or creates a personal wellness plan.”
The video (1:42) below explains the importance of learning targets and using the right tools in developing student friendly learning targets.
Without clear learning targets, students can be left guessing as what it is they really need to learn or what the learning target is asking them to do. The video (3:59) below shows the importance of learning targets from a student point of view.
Task: Rewrite the standard below in student friendly terms.
L.1.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: context clues, word parts and word relationships
Continue to the Common Formative Assessment page by clicking on the Next arrow.
Continue to the Common Formative Assessment page by clicking on the Next arrow.
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