2. BEYOND STANDARDS

3. Expand knowledge of learning targets;
Identify and compare learning targets and standards statements;
Engage in PLC discussions about learning targets and their role in determining “What is this lesson’s reason to live?”

5. What is your definition of a learning target?
Now ENGAGE with a shoulder partner and EXPLORE the concept of learning targets by EXPLAINING your definition of a learning target.
ENGAGE

6. EXPLAIN
On this slide, you will see an expanded definition of a Learning Target. This definition is based on research by Danielson, Stiggins, Moss and Brookhart. As you can see, there are several components of the definition, and we are already familiar with some of them. We typically have used Learning targets to guide instruction and inform students about what they will be learning which we believe empowers students in the learning process.
This definition expands on our previous knowledge by adding several additional and essential components. These components are Unpacked, lesson-size amounts of learning that are performance based and part of a rigorous learning trajectory, reflecting different types of learning.

7. EXPLORE how this definition is similar to the one that you wrote and how it may differ from past practices.
Ask the participants to take a few minutes to EXPLORE how this definition is similar to the one that they wrote and how it may differ from past practice by sharing with a shoulder partner.
Next we will be talking about four key understandings. As you listen consider how these key understandings expand your definition of a learning target.
EXPLORE

8.  Setting and committing to specific, appropriate, and challenging goals lead to increased student achievement and motivation to learn.
Key Idea #1
Our first key understanding is “Setting and committing to specific, appropriate, and challenging goals lead to increased student achievement and motivation to learn.”
(Thinking Pause = 5 seconds)
As mentioned before, we typically have used Learning targets to guide instruction and inform students about what they will be learning which we believe empowers them in the learning process. From here we will expand our own understanding. (Point out the two hexagons that meet this key understanding.)
EXPLAIN

9. Learning targets describe exactly what students will learn, how well they will learn it and what they will do to demonstrate that learning.
Key Idea #2
Our second key understanding is that “Learning targets describe exactly what students will learn, how well they will learn it and what they will do to demonstrate that learning.”
(Thinking Pause = 5 seconds)
Typically, our learning targets have stated what students will learn. This key understanding recognizes two additional aspects of learning targets that we have not considered previously, namely, how well student will learn and what they will do to demonstrate that learning. Learning targets go beyond our Standards.
The components of the definition that relate to this key understanding include guiding instruction through a rigorous learning trajectory with a performance-based
outcome. (point out the 3 hexagon components on the slide)
You may notice the connection between the Defour PLC questions and this key understanding about learning targets.
EXPLAIN

10. Learning targets reflect different types of learning: (Stiggins)knowledge, reasoning, skills and products. Danielson also indicates that outcomes reflect a variety of types of learning.
Key Idea #3
Education Services
In this key understanding, “learning targets reflect different types of learning: (Stiggins) knowledge, reasoning, skills, and products. Danielson also indicates that outcomes reflect a variety of types of learning.”
(Thinking Pause = 5 seconds)
We recognize that learning targets should reflect different kinds of learning. This means that while knowledge is essential, students must also be expected to think, reason, demonstrate skills and
create products.
Knowledge: Knowledge targets represent the factual underpinnings in each discipline. Often stated using verbs such as knows, lists, names, identifies and recalls.
Reasoning: Reasoning targets represent both deductive and inductive processes such as predicts, infers, classifies, hypothesizes, compares, concludes, summarizes, analyzes, evaluates and generalizes.
Performance Skill: a performance that must be demonstrated and observed, heard or seen to be assessed.
Product: artifact that represents the knowledge, reasoning and skills learned
Learning targets convey to students the learning that is valued and how it will be measured.
The components of the definition that relate to this key understanding include performance based assessments that empower students as they reflect on different types of learning (point out the 3 hexagon components on the slide).
EXPLAIN

11. What is this lesson’s reason to live?
Lessons with learning targets reflect rigorous and transparent expectations. They serve a purpose in a longer learning trajectory toward a larger learning goal.
Key Idea #4
What is this lesson’s reason to live?
In this final key understanding, “lessons with learning targets reflect rigorous and transparent expectations. They serve a purpose in a longer learning trajectory toward a larger learning goal”
We ask the question: What is this lesson’s reason to live?
(Thinking Pause = 5 seconds)
Learning targets establish meaningful chunks of learning on a continuum along the way and over a long trajectory toward a larger goal. An effective LT must be clear to students and provide them with a rationale for why what you are asking them to do will demonstrate their understanding. Learning targets go beyond our Standards
The components of the definition that relate to this key understanding include all components of the learning target definition as shown in the graphic.
EXPLAIN

12. Handout the article “How to Design Targets” and give the participants 5 minutes to read the article up until the STOP sign. At that point you will ask the participants to engage in table talk.
Give approximately 5 minutes for table talk.
Talk about the connection between standards, learning objectives and learning targets
EXPLORE
EXPLORE

13. STANDARDS VS. LEARNING TARGETS
EVALUATE
Explain activity: In pairs, participants sort activity cards into standards versus learning targets. Pass out a baggie with the activity cards to each pair. Let them know that the examples are both elementary and secondary. Allow approximately 10 minutes.
Have about a 5 minute share out of what they found to be learning targets.

14. Direct participants back to the article
Direct participants back to the article. Give them 5 minutes to read the article starting after the STOP sign.
Give approximately 3 minutes for table talk.
Talk about how this feels similar or different from what you have been preparing learning targets to drive instruction and assessments in your classroom.
EXPLORE
ELABORATE

15. Connie M. Moss and Susan M. Brookhart
“An effective learning target must speak to students, express the essentials of the lesson, and provide students with a rationale for why what you are asking them to do is in fact a performance of understanding.”
Connie M. Moss and Susan M. Brookhart
Learning Targets: Helping Students Aim for Understanding
in Today’s Lesson
Quote: p.32
Learning targets go beyond our Standards.
Learning Target

16. Additional Resources
Moss, Connie M., and Susan M. Brookhart. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Alexandria, VA: ASCD, Print.
Moss, Connie M., Susan M. Brookhart, and Beverly A. Long. "Knowing Your Learning Target." Educational Leadership 68.6 (2011): Web.
Chappuis, Jan. Seven Strategies of Assessment for Learning. Boston: Allyn & Bacon, Print.
Stiggins, Richard J., Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Classroom Assessment for Student Learning: Doing It Right -- Using It Well. Upper Saddle River, NJ: Pearson Education, Print.
Resources cited:
Moss, Connie M., and Susan M. Brookhart. Learning Targets: Helping Students Aim for Understanding in Today's Lesson. Alexandria, VA: ASCD, Print. (CAN BE FOUND IN OUR GALE VIRTUAL)
Moss, Connie M., Susan M. Brookhart, and Beverly A. Long. "Knowing Your Learning Target." Educational Leadership 68.6 (2011): Web.
Chappuis, Jan. Seven Strategies of Assessment for Learning. Boston: Allyn & Bacon, Print.
Stiggins, Richard J., Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Classroom Assessment for Student Learning: Doing It Right -- Using It Well. Upper Saddle River, NJ: Pearson Education, Print.
Gale Virtual Library: book Learning Targets: Helping Students Aim for Understanding in Today’s Lesson by Susan Brookhart and Connie Moss
Knowing your Learning Target article Brookhart -attached to PD package