Learning Targets Ch 7-9

A reading guide to Chapters 7, 8 and 9

Almost there!

Thank you for your hard work and diligence as we have journeyed through Chapters 1-9 of Learning Targets. It is my hope that you have been challenged in your thinking. Be sure to share your learning with others on our Padlet site or on twitter #tmstargets.

Chapter 7: Using Learning Targets to Foster Higher Order Thinking

As I read this chapter, the campus Problem of Practice held tightly in the back of my mind. While we did make strong progress during the 13-14 school year, how will be continue to move forward? I feel the using of Learning Targets will propel us to provide even deeper opportunities for students to think critically.


Look at the bulleted information on pg 115 and again on 116. Do our teachers truly know (i.e. internalize) and utilize the principles of higher order thinking? Be prepared to share one way you would like to see this information shared with our staff.


This chapter holds a strong example of using LT in the classroom (Gettysburg address). How does the shaded box on pg 120 relate to student learning?


The sample rubrics on in this chapter must be highlighted to our teachers as exemplars. Often our SBBB rubrics lacked the "meat" of critical thinking skills and were merely check lists of required items for the task.


"Another common misconception is that students have to first "learn" facts and concepts before they can learn to apply them." pg 122 Is this misconception evident in your department? How can we go about altering this belief so our practices change? (Recall that our beliefs drive our actions)


What are the three strategies that learners need? (pg 124-125)

Chapter 8: Using Learning Targets To Guide Summative Assessment and Grading

What should grades mean? This chapter could be a whole other discussion in itself. The bottom line is our grades must reflect the level of a students mastery of the content.


How can we use LT to clarify the grading process? The first paragraph of pg 133 delineates this for us quite simply.


This chapter focuses on the use of Summative assessments...how often do you see summative assessments that reflect learning goals in your department? Is this an instructional concern or curricular concern?


In reading through the assessment blueprints in this chapter there is quite a bit to take in. What is one, specific, simple adjustment you can make in your department?


Three big ideas that sum up this chapter are:

  • Have a grading plan that faithfully represents the set of learning goals on which you need to report.
  • Put grades on comparable scales with meaningful performance.
  • Combine grades in a way that maintains the performance level meaning.

Chapter 9 A learning Target Theory of Action and Educational Leadership: Building a Culture of Evidence

This chapter hits home to the leadership of our campus, department chairs included. Do we evaluate what we perpetuate? Do we walk the talk? Or do we let things slide by. There's a saying that goes somewhat like this: What's ignored is accepted. If we ignore the daily practices that are not driving us towards excellence, then we are accepting them.


How does this impact your walk as a campus leader?

What does our campus need from our Leadership Team ( you all ) and campus administration?


How will we get it done?