TCHS PL BLAST

October 2016

LEARNING TARGETS vs INSTRUCTIONAL OBJECTIVES...

Many may think that Learning Targets mirror the role of Instructional Objectives. However, the two concepts are quite different. Derived from content standards, Instructional Objectives can often seem too broad and or difficult for student understanding (Moss et al., 2011). However, Learning Targets utilize student friendly language. In other words, Instructional Objectives are written from the teacher's point of view and are used to guide instruction. Whereas, Learning Targets are written from the student's point of view and are used to guide learning.


According to Moss et al., (2011) Learning Targets offer students an actual destination for a lesson by informing them what to learn, how much to learn, and how they are going to demonstrate what they learned. So, with this in mind, Moss et al., (2011) suggests that educators should consider the following questions when developing Learning Targets:


  1. What will I be able to do when I've finished this lesson?
  2. What idea, topic, or subject is important for me to learn and understand so that I can do this?
  3. How will I show that I can do this, and how well will I have to do it?


For more information on Learning Targets, see the link and the video below:

http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx

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VideoScribe - Writing Learning Objectives

Planning With The End in Mind...

Sometimes in the midst of planning, due dates, football games, and energetic students, we can easily forget about the true direction we want to take our students. However, Grant Wiggins & Jay McTighe made the argument that teachers cannot effectively lead their students to higher achievement levels if they do not set detailed goals before they plan for instruction (Wiggins & McTighe, 2005). The Backward Design model allows just that. According to Wiggins & McTighe (2005) there are three stages that take place when teachers use the Backward Design model. These include:

Stage 1: Identifying Desired Results (Objective)

Stage 2: Determining Acceptable Evidence of Learning (Assessments)

Stage 3: Designing Learning Experiences & Instruction (Activities)


Think about it, would you plan a trip without selecting a destination first? Mmmmm...maybe not. So, before planning that next great unit, think about the final stop on your instructional journey first. Then, plan accordingly.

Backward Design Process

Instructional Strategy Corner

Need something new for your next Ticket Out the Door? Try one of the following activities:

  • Grab Bag
Wrap up your lesson by inviting students to draw objects related to your lesson from a bag. Once items are selected, students must creatively demonstrate how the object is related to what they learned during the lesson.


  • 3-2-1
To wrap up a lesson, have students write: 3 concepts about the lesson, 2 concepts they need more assistance with, and 1 concept they feel they have mastered.


Need technology resources? Check out the following options below:


  • Quizizz.com
  • Recap.com
  • Blendspace.com
  • Flipgrid.com
  • Nearpod.com

Faculty Highlights...

WE NEED YOU!! Are you incorporating awesome teaching and learning strategies within your lessons? If so, you could be the next Faculty Spotlight! If interested, please email your pictures and or videos to Olivers@fultonschools.org.

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References:

Backward Design Process. (2015). Retrieved from https://youtu.be/QbKx_tG99ho


How to write a learning target. (2014) Retrieved from https://www.youtube.com/watch?v=B-Ih-E7F0oA


Moss, C., Brookhart, S. & Long, B. (2011). Knowing Your Learning Target. Retrieved from http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx


Wiggins, G. & McTighe, J. (2005). Understanding by Design. Expanded 2nd Edition. Alexandria, VA: ASCD.