Learning Targets

First Assignment: What are learning targets and why are we doing them?

Devise some questions/hypotheses you have around Learning Targets and dig in!

I guess I am wondering what the difference is between benchmarks and standards and learning targets. I think of benchmarks as something that we aim for, much like a target, something that we want our students to know or be able to do.

1- What are learning targets? Let's use the ASCD study guide... We can also useeducore.ascd.org and find some definitions. Can you explain the similarities and differences between learning targets and essential question/course objectives/competencies/standards?

Learning targets are what the STUDENTS think is the aim of a lesson, as opposed to the teacher being the only person who understands what is being taught. It is in smaller bites, as in a daily target. It is breaking down the benchmark into small bites. It is a short, daily statement that a student can articulate regarding what they are thinking and learning in a daily lesson/activity.

2- Why should we use them? Verify the effect of not using them in the classroom

I think using them is really important because it is natural for people to want to know what the end goal is as well a check points along the way, in order to keep track of the process. We are "zeroing in" on specific targets that will build toward a larger goal.

3- Why are we studying them in this class? Look at page 9.

I think we are studying learning targets because we have to find ways of helping our students to take an active role in their learning, where they can see what they need to do, evaluate whether or not they are achieving the goals and determine what they need to do/review in order to continue along the continuum of meeting a long-term goal or standard.

What does this poem from Alice in Wonderland have to do with Learning Targets?

"Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.
"I don’t much care where--" said Alice.
"Then it doesn’t matter which way you go," said the Cat.
"--so long as I get SOMEWHERE," Alice added as an explanation.
"Oh, you’re sure to do that," said the Cat, "if you only walk long enough."
(Alice's Adventures in Wonderland, Chapter 6)

I think the relationship between this poem and the concept of learning targets has a lot to do with the learner being part of creating and participating in mapping out the direction of his/her own learning. Alice is ready to take orders but doesn't have any real concept of where she is going or the big picture. The cat's reply to her lack of focus is basically, if you don't have a destination in mind, it doesn't matter where you go. I think it is important to have a destination and gain direction in learning.

Translating Standards into Learning Targets:


Give examples of each level of knowledge in DoK (pages 9 to 23).

Capture your thoughts on your blog.

DOK Question Stems: http://www.bbbsd.net/sites/dev.bbbsd.net/files/DOK%20Question%20Stems.pdf

DOK 1: Recall and reproduction: Facts, terms, principles, concepts, or perform a routine procedure

  • Example: Can you recall the method for writing a thesis statement?

DOK2: Basic Application of Skills/Concepts: Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs.

  • Example: How are the movie and the play different? How are they the same?

DOK 3: Strategic Thinking: Requires reasoning, developing a plan or sequence of steps to approach a problem, requires some decision making and justification, abstract, complex or non-routine, often more than one possible answer.

  • Example: What is your interpretation of the text? Why is your rationale the right one?

DOK 4: Extended Thinking: An investigation or application to real world requires time to research, problem solve and process multiple conditions of the problem or task, non-routine manipulations, across disciplines/content areas/multiple sources.

  • Example: Write a thesis, drawing conclusions from multiple sources.

--From the following video of Karin Hess:

depth of knowledge with karin hess