Learning Targets, Learning Targets, Change RationaleChange Rationale

The Task at HandThe Task at Hand

►Challenging times call for people to Challenging times call for people to step forward - try new things, lead new step forward - try new things, lead new innovation, look at the world in a innovation, look at the world in a “fresh” light“fresh” light

Education - a Education - a changing landscapechanging landscape

Senge (1990)Senge (1990)

►PPerhaps for the first time in history, erhaps for the first time in history, humankind has the capacity to create humankind has the capacity to create far more information than anyone can far more information than anyone can absorb, to foster far greater absorb, to foster far greater interdependency than anyone can interdependency than anyone can manage, and to accelerate change far manage, and to accelerate change far faster than anyonefaster than anyone’s’s ability to keep ability to keep pacepace (Senge, p. 69).(Senge, p. 69).

Xerox’s CEO – David Xerox’s CEO – David KearnsKearns

“ “ Schools are admirably suited Schools are admirably suited to the economy & culture of to the economy & culture of the 1950s and spectacularly the 1950s and spectacularly

unsuited to the high-tech unsuited to the high-tech future of the next century”future of the next century”

Education - a changing Education - a changing perspectiveperspective

►Traditionally - two things separated Traditionally - two things separated education from the “real world” of education from the “real world” of business - business - ProfitProfit CompetitionCompetition

What will the world look like?What will the world look like?

►Interactive technology – anytime/ Interactive technology – anytime/ anywhereanywhere

►Evolving workplaceEvolving workplace►Globalization – adaptability, Globalization – adaptability,

flexibility, critical thinking, flexibility, critical thinking, ‘systems thinking’- understanding‘systems thinking’- understanding

Begin with the end in mind!Begin with the end in mind!

►What is the reality we’re preparing our What is the reality we’re preparing our students for?students for?

►Change must begin at the topChange must begin at the top►What innovations or changes in What innovations or changes in

structure or practice are we modeling structure or practice are we modeling to accomplish the goals for this new to accomplish the goals for this new “reality”?“reality”?

Times have changedTimes have changed

► In this age of “accountability” – we In this age of “accountability” – we must turn a “profit” and we now have must turn a “profit” and we now have competitioncompetition

►http://www.flvs.net/http://www.flvs.net/

Operational Operational DefinitionsDefinitions

What is effective instruction?What is effective instruction?

What is ineffective What is ineffective instruction?instruction?

Learning Targets & Learning Targets & StandardsStandards

►Goals, objectives, & targetsGoals, objectives, & targets►StandardsStandards►Sources of learning targets & Sources of learning targets &

standardsstandards►Criteria for selecting targets & Criteria for selecting targets &

standardsstandards►Types of learning targetsTypes of learning targets

Learning TargetsLearning Targets

►Commonly thought of as: Goals, Commonly thought of as: Goals, objective, competency, standard or objective, competency, standard or expectationexpectation

GoalsGoals

►Broad, general statements that cover Broad, general statements that cover a block of instructional timea block of instructional time

►Lay groundwork for specific learning Lay groundwork for specific learning objectivesobjectives

►May be closely related to defining the May be closely related to defining the mission of a school or school systemmission of a school or school system

►Ex: Learning to think critically - citizenEx: Learning to think critically - citizen

ObjectiveObjective

►Usually more specific statement of Usually more specific statement of student performance - to be student performance - to be demonstrated at the end of an demonstrated at the end of an instructional unitinstructional unit Global objectiveGlobal objective Instructional objectiveInstructional objective

Global ObjectiveGlobal Objective

►Often interchanged with the definition Often interchanged with the definition of a goalof a goal

Instructional ObjectiveInstructional Objective

► Intended learning outcomeIntended learning outcome►Specific, observable, and measurableSpecific, observable, and measurable►Begin with action verbs (state, define, Begin with action verbs (state, define,

list, etc)list, etc)►Specific behavior, audience, criterion, Specific behavior, audience, criterion,

and conditionand condition►May be stated in general termsMay be stated in general terms

Standards Based EducationStandards Based Education

►National/State standards have been National/State standards have been developed for most content areasdeveloped for most content areas

►Content Standards - Statements about Content Standards - Statements about what students should know, what students should know, understand, and be able to dounderstand, and be able to do

►Performance Standards - level of Performance Standards - level of proficiently to be demonstratedproficiently to be demonstrated

CriteriaCriteria

►May be called scoring criteria, rubrics, May be called scoring criteria, rubrics, or scoring guidelinesor scoring guidelines

►Key - what is excellence in comparison Key - what is excellence in comparison to simple proficiencyto simple proficiency

►Establishing rubrics, expectations and Establishing rubrics, expectations and sharing them with students is helpfulsharing them with students is helpful

ExpectationsExpectations

►Communicate the level of performance Communicate the level of performance you think they can demonstrateyou think they can demonstrate

► Based upon student’s previous Based upon student’s previous achievement, aptitude, motivation, etcachievement, aptitude, motivation, etc

►Differentiate instruction and have Differentiate instruction and have understanding of level of performanceunderstanding of level of performance

Types of Learning TargetsTypes of Learning Targets

►Knowledge and Simple UnderstandingKnowledge and Simple Understanding►Deep UnderstandingDeep Understanding►SkillsSkills►ProductsProducts►AffectiveAffective

Knowledge and Simple Knowledge and Simple UnderstandingUnderstanding

►Student mastery of substantive Student mastery of substantive subject matter and proceduressubject matter and procedures

►Some simple recall and mastery of Some simple recall and mastery of basic factsbasic facts

►More than rote memory - implies some More than rote memory - implies some level of understanding or applicationlevel of understanding or application

Deep Understanding & Deep Understanding & ReasoningReasoning

►Use of knowledge to solve problemsUse of knowledge to solve problems►Problem solving, critical thinking, Problem solving, critical thinking,

analysis, synthesis, compare/contrast, analysis, synthesis, compare/contrast, higher order thinkinghigher order thinking

SkillsSkills

►Requires student to perform - Requires student to perform - demonstrate use of skill - significantly demonstrate use of skill - significantly different than just knowing the right different than just knowing the right answer to a questionanswer to a question

►There is an assumed background skill There is an assumed background skill involving procedures that must be involving procedures that must be effectively performedeffectively performed

►Presentation, speaking a second lang.Presentation, speaking a second lang.

ProductsProducts

►Samples of student work - Samples of student work - demonstrate the ability to use demonstrate the ability to use knowledgeknowledge

►Project, portfolio, artwork, etcProject, portfolio, artwork, etc►Performance based assessments are Performance based assessments are

examples of how product learning examples of how product learning targets are measuredtargets are measured

Affective Learning TargetsAffective Learning Targets

► Include emotion, feelings, beliefs - Include emotion, feelings, beliefs - different than cognitive learningdifferent than cognitive learning

►Hope to develop positive affect - Hope to develop positive affect - positive attitude towards school, positive attitude towards school, proper motivation, proper motivation,

►Character edCharacter ed

Sources of learning targetsSources of learning targets

►Bloom’s TaxonomyBloom’s Taxonomy KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

Sources of learning targetsSources of learning targets

►Professional Preparation - TEP, Professional Preparation - TEP, CertificationCertification

►Textbooks - provide objective - usually Textbooks - provide objective - usually don’t go far enoughdon’t go far enough

►Professional organizationsProfessional organizations►State Department (alsde.edu)State Department (alsde.edu)►Local systems (curriculum maps, etc)Local systems (curriculum maps, etc)

Criteria for Selecting Criteria for Selecting Learning TargetsLearning Targets

►Grade LevelGrade Level►Represent all types of learning from Represent all types of learning from

recall to applicationrecall to application►Teacher, school, system, and state Teacher, school, system, and state

goals should be included in targetsgoals should be included in targets►Should be challenging, yet feasibleShould be challenging, yet feasible►Current, motivational, applicableCurrent, motivational, applicable