Learning Targets
Study Guide for Chapters 4-6
Chapter 4: Using Learning Targets to Feed Learning Forward
You may recall me referencing Hattie's research throughout the past school year....the teacher (you!) make up for 30% of the factors that influence student achievement. "No other single education factor comes close." (pg 62) That also relates to the Principles of Teaching and Learning...the teacher matters. Clearly, what you do on a daily basis in the classroom has a direct affect on the student. LT is about honing in on that daily action.
Hattie's research also touts that specific, fine-grained feedback propels student achievement. Pg 63 begins the discussion of what type of feedback our students need in reference to the LT. The 3 questions outlined are simple, yet powerful ways we can teach our students to metacognitvely think about their learning. (Remember Ch 3...we must share the LT throughout the lesson with the student.)
Pg 66 shares a simple way for our teachers to frame their feedback. The Mirror, the Magnet and the Meaningful Moment. How will you lead your department in moving towards more efficient and fine-grained feedback?
There are several examples detailed over the next few pages. Determine which one you can identify with strongest and share.
Chapter 5: Development Assessment-Capable Students
The title of this chapter sets the tone. Assessment-Capable...our assessments, whether they are formative or summative, are not meant to be a 'gotcha' moment for our students.
Again on pg 81 you see the three guiding questions that we must train our students to think through. This is one of several methods for involving the students in their learning.
What are some ways to enable our students to be assessment-capable?
Where am I going?
- Organize Criteria in a Student-Friendly Manner
- Provide Examplars
- Use Goal-Directed Language
- (see example pg 88)
Where am I now?
- Self Reflect/Indicator Systems
- Peer Editing
- Tracking Methods
- Summarize/Self-Test
- Rubrics
- Discuss Accuracy/Fairness
- Provide descriptive, non-judgmental feedback by comparing to criteria
How can I close the gap?
- Set realistic and accurate goals
- Targeted Learning Strategies
- Growth-Linked Feedback
Grab a sticky note and bookmark pg 93 - we'll use the chart as a reference for our teachers.
Chapter 6: Using Learning Targets to Differentiate Instruction
Take a quick review of DI on pg 95. "The more directly a differentiation strategy leads to the learning target, the more important it is for learning." (pg 96)
Think of several ways you differentiate for your students? To be done correctly, intentional planning must take place. How do you plan for differentiation? Do you take student learning styles into account? Do you allow for varying inputs or varying outputs? Each teacher has a varying degree of comfort when it comes to differentiation. However, our focus should be on the students.
Sometimes the performance criteria must be altered to meet the varying needs of the students. Think about the rubrics used to measure students against the standards on your last SBBB. How can you account for student differences while not lowering the standard but merely altering the pieces of the criteria, or rubric?
I've used many methods for differentiated instruction during my career. Truth be known I was a super-nerd of DI and read every single book on the topic. (Carol Ann Tomlinson is my hero!) I am impressed with the simple framework detailed on pg 105. How might this be able to be incorporated into PLC discussion this year?
Share Your Learning!
Be sure to share your thoughts as you read Learning Targets using the hashtash #tmstargets or use our Padlet site for reflection and sharing.