Learning Targets

OUR Targets

I can articulate the difference between a ‘standard’ and a ‘target.’

I can deconstruct standards and evaluate my work for quality, accuracy, and usefulness.

I can transform learning targets into student friendly language.

Research-based Strategies

5 Research-based strategies that significantly improve student learning: Sharing criteria (clear learning targets with

success criteria)QuestioningFeedbackPeer assessmentSelf-assessment

Learning/Achievement Targets

Statements of what we want students to learn and be able to do.

Without Clear Targets We Can’t Do Any of the Following…

Know if the assessment adequately covers and samples what we taught.

Correctly identify what students know and don’t know and their level of achievement.

Plan next steps in instruction. Give detailed, descriptive feedback to students. Have students self-assess or set goals likely to

help them learn more. Select instructional activities that actually

help students achieve the target.

An ART Example

ART

5 Elements of Shape

Use various types of line Draw a picture I can use line to create an

observational/imaginative drawing.

KnowledgeSubject

Topic

Assignment

Activity

Learning Target

Classifying Targets

Once you’ve identified the overall type of STANDARD, you’ll have a better understanding

of the likely

TARGET TYPES

Creating Targets for “Driving a Car with Skill”

What knowledge will students need to demonstrate the intended learning?

What patterns of reasoning will they need to master?

What skills are required, if any?

What product development/performance capabilities must they acquire, if any?

Drawing with Skill

KnowledgeKnow the Elements and Principles of Art Know the available materials & tools used for drawing

ReasoningEvaluate ‘how might I create a composition including…’

SkillsCross hatching, whisper lines, stipple, blending, etc.

Products/PerformancesCreate a drawing that incorporates…!

Clear TargetsImpact on students:

More focused (especially underachieving students).

Demand learning target. More likely to express learning

needs – specifically. Develops a learning culture. Quality of work improves. Behavior improves. Persevere longer. Greater ownership of learning as

responsibility shifts from teacher to student.

Automatically self-evaluative. More enthusiastic about learning.

Impact on teachers:

More focused. Sharpens teacher understanding of

learning target. Expectations rise. Focus on quality rather than getting

everything done. More critical of activities. Reinforces relevant vocabulary. Assists in reflection of lesson and

learning that occurred. Strengthen connections with

parents related to child’s strengths and weaknesses.

“Without the learning intention, children are merely victims of the teacher’s whim.”

“The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan.”

Shirley Clarke in Unlocking Formative Assessment

Student Friendly Terms

“In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way that makes sense to her children.”

“…the task has to match the learning intention for the children to have a chance of fulfilling it.”

The learning intention “needs to be the main focus of feedback.”

Shirley Clarke in Unlocking Formative Assessment

Clear Statement of Learning Target

Skill or concept to be defined:

IDENTIFICATIONidentify primary and secondary colors and discuss how color relates to feelings and moods.

Student-friendly language for target:I can name the primary & secondary colors. This means I can use pick these colors out of a picture and explain how they make me feel.

Students who can identify what they are learning significantly outscore those who cannot.

Robert Marzano

Student Friendly Language

From Graded-by-Grade Guide To Building Visual Arts

identify three-dimensional forms such as cubes, spheres, and cones.

Student Friendly Language:

I can describe the personality of three-dimensional forms that I can see, touch, and/or smell.

Student Friendly Terms

We’ll know we’ve achieved this because…

We are learning to…

Hey Dad! Let me show you…

Students will represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing).

A 4th Grade Standard from Science Program of Studies to be

integrated with Art

So, what’s the target in this Standard?

Students will represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing).

Know that light has a source Represent the straight-line path of light Know that we see objects because light is

reflected from the object in its path to our eyes Create a visual model to show light that is

reflected; refracted; absorbed by an object

Let’s Practice!

Identify and describe personal preferences connected with viewing or listening to a work of art using terminology that conveys knowledge of the arts.

Use experiences, imagination, essential elements, and organizational principles to achieve a desired effect when creating, presenting, and/or performing works of art.

Describe how art from the student's community reflects the artist’s environment and culture.

Describe how the arts serve a variety of purposes in the student's life, community, and culture

Source: Oregon Arts Content Standards

Arts Standards:Oregon Arts Standards

Visual Arts5th Grade – Grade Level Learning TargetsLINE• I can use line to create an observational and/or imaginativedrawing.• I can use, select, and produce a variety of line types andline qualities to create texture in a variety of artworks.• I can produce different line types and line qualities to createdetail in an artwork.

Identifying the Learning Targets

Are the standards primarily knowledge, reasoning/skills or product based?

Use the Target Types/Underpinning Learning Targets Chart to figure out what kind of learning targets will result.

Are your targets clear with respect to what students should learn and be able to do?

Are they in terms students will understand?

WITH Clear Targets We CAN Do the Following…

Know if the assessment adequately covers and samples what we taught.

Correctly identify what students know and don’t know and their level of achievement.

Plan next steps in instruction.

Give detailed, descriptive feedback to students.

Have students self-assess or set goals likely to help them learn more.

Select instructional activities that actually help students achieve the target.

Remember This…

Learning targets need to be clear to all students.

Not all learning targets are unclear and need to be converted into student friendly language.

Activities should be selected/planned AFTER the learning targets are established.