1. We will be able to construct a good learning target statement. LEARNING TARGET

2. A learning target is not an Instructional Objective (I.O).

3. Compare IO and LT Standard - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3 2 × 3 –5 = 3 –3 = 1/3 3 = 1/27. (CCSS Mathematics Standard 8.EE.1) Instructional Objective – TSWBAT solve problems using the rules for multiplying exponents. Learning Target - I can show why you add exponents to simplify expressions like 2 2 × 2 3 =2 5. © S. M. Brookhart & C. M. Moss, 2014 3

4. Support from Teaching Examples View the video https://www.youtube.com/watch?v=_woMKwBxhwU https://www.youtube.com/watch?v=SJ53rqxIEqw# © S. M. Brookhart & C. M. Moss, 2014 4

5. What was S.M.A.R.T ? Specific Measurable Attainable Relevant and Results orientated Time Bound

6. Watch the next clip. https://vimeo.com/44052222

7. Put yourself in the student’s seat. What are you supposed to be able to do at the end of the lesson? What must you learn to be able to do it? How will you be asked to show you can do it? How well will you have to do it? How confident are you that you can? © S. M. Brookhart & C. M. Moss, 2014 7

8. Analyze the Learning Target I can use primary source documents to develop introductory understanding and introductory research questions for our first long-term immigration case study. What are you supposed to be able to do at the end of the lesson? What must you learn to be able to do it? How will you be asked to show you can do it? How well will you have to do it? How confident are you that you can? © S. M. Brookhart & C. M. Moss, 2014 8

9. Five Characteristics of A Learning Target © S. M. Brookhart & C. M. Moss, 2014 9 1.Describes what students will learn in today’s lesson. 2.In language students can understand. 3.From the point of view of a student who is learning it for the first time. 4.Connected to a performance of understanding—what students do, make, say, or write—to help them learn it. 5.Provides students things to look for to assess their understanding as they are learning and working.

10. Things to consider. It is a daily focus. What should you be able to do? what must you learn to be able to do it?, how will you be asked to show that you know it ? how well will you have to do it ? How confident are you that you can ?

11. More… Made up of 4 parts. LESSON SIZED CHUNK student friendly language to guide their learning for all students Each objective should have many learning targets that eventually achieve the objective. IT should also state where were yesterday and where we are going today. Sometimes the L/T might not change from day to day but the performance of understanding will change as might the success criteria.

12. More…. When introducing L/T,s unpack it with the class first, especially terms, so that all know what the L/T means. Pair share with each other.Then share with the class. Spend some time on the L/T explanation. GO DEEP.

13. Does everything have to be posted? The 4 parts do not have to be posted, but SC could be a good and bad example or a rubric, and can also be written as the lesson is taught. Could be a checklist. Students need to know where they are going.You need to be able to show a trajectory, ie where the lessons are going and where they have come from.The statements do not have to be I can statements but could be list of understandings with performances of understanding and look fors.

14. More… You can share the target verbally, write down the target in their own words, explain it to a friend, analyse and discuss examples of strong and weak work, discuss the connection with yesterdays lesson.

15. More… Learning target and SC may be the same, but the POU will be different. Dont let this be the norm though. Keep LTs to make a visual trajectory for the students. Remind them where we have been and perhaps where we are going........why should we do it ?

16. Differentiation. Differentiation means same learning target, same POU but different reading or other materials = same rigor OR (TIER 2 ) same learning target, different POU (outcome) and different materials. THose who cannot write well might not do all the writing that another student might do.OR Different learning target, different POU and look fors, different materials.(TIER 3)

17. More… “ I can identify each place value up to the millions place.” “ I can combine two sentences together using conjunctions and punctuation” “I can identify important details in Edison’s life” The L/T must communicate the important thing you want them to learn> W.A.L.T ( we are learning to) its not about the posting but about how the Learning Target is used in the lesson.

18. A Learning Target is More Than a Statement A learning target includes all four columns of the four- column framework A learning target is only a target when it “lives” in a lesson © S. M. Brookhart & C. M. Moss, 2014 18

19. Finally…to make a lesson guide out of a learning target….  REVIEW YESTERDAYS lesson with some warm up questions.  Then Share the LT and unpack as necessary  Do guided learning ( I do, we do).  Then discuss POU and SC together.  Then you do.  Review outcomes and give feedback, and try again. Those who are ready to move on should do another POU based on a different learning style, or project work, or reading etc

20. Example By lessons end I will be able to plot points on a coordinate graph using quadrant 1 only. ( Remember as a class, we will unpack this target to know what unknown vocabulary is)

21. Now it’s your turn. Using one of your standards, as a grade level team, produce one learning target on the paper provided.( Only use the first few lines) We will post these on the whiteboard.