While the target above is certainly doable in a single class period, it does not offers specific guidance to students regarding what significant concepts will be learned and practiced in class. The phrases the and “identify parts” for a summative lack specificity and are not rigorous/measurable objectives for students. “prepare assessment” Sample Target #2: Somewhat Effective* Course: Spanish Target: I can correctly respond to questions in the present tense using or ser estar. This target offers a clearer indication of what is to be learned in class than sample target 1. Here, the teacher has narrowed the focus for students to two specific verbs. Although the target addresses the use of ser or estar in the present tense, the use of to is a task, not a target. The of these targets is also more “respond questions” “I can” phrasing student-friendly and more specific than sample target 1. While sample target 2 includes effective elements, it lacks measurable objectives to assist the student in assessing his/her progress toward the target. Sample Target #3: Effective* Course: Art Target: I can explain how Van Gogh chose to manipulate texture and color to create images of emotional intensity (i.e. positive feelings, negative feelings, and self-judgment.) This target clearly focuses on concepts/skills from appropriate standards. The target also provides a measurable objective written in student friendly language(including some examples of emotional intensity) that will drive instruction and assessment during the lesson. * Prior to beginning the lesson, teachers must post the learning target, read it aloud and elicit feedback/ questions from students in order to effectively guide and focus instruction. A Guide for Effective Learning Targets-Social Studies Effective learning targets guide instruction and learning for a single classroom lesson (approximately one hour). When designed well, learning targets focus on appropriate content/grade level standards from the common core, college readiness or core content (for science and social studies), use student friendly language and include measurable objectives that anchor instructional activities/formative assessment. The learning targets below demonstrate varying degrees of effectiveness. Sample Target #1: Ineffective * Course: Introduction to Social Studies Grade 9 Target (s): Understand checks and balances. Discussion: While the target above certainly connects to appropriate social studies standards, the is not a phrase“ understand” measurable objective for students. This target also offers no specific guidance to students regarding what they have to do to demonstrate their knowledge regarding checks and balances
While the target above is certainly doable in a single class period, it does not offers specific guidance to students regarding what significant concepts will be learned and practiced in class. The phrases “identify the parts” and “prepare for a summative assessment” lack specificity and are not rigorous/measurable objectives for students. Sample Target #2: Somewhat Effective* Course: Spanish Target: I can correctly respond to questions in the present tense using ser or estar. This target offers a clearer indication of what is to be learned in class than sample target 1. Here, the teacher has narrowed the focus for students to two specific verbs. Although the target addresses the use of ser or estar in the present tense, the use of “respond to questions” is a task, not a target. The “I can” phrasing of these targets is also more student-friendly and more specific than sample target 1. While sample target 2 includes effective elements, it lacks measurable objectives to assist the student in assessing his/her progress toward the target. Sample Target #3: Effective* Course: Art Target: I can explain how Van Gogh chose to manipulate texture and color to create images of emotional intensity (i.e. positive feelings, negative feelings, and self-judgment.) This target clearly focuses on concepts/skills from appropriate standards. The target also provides a measurable objective written in student friendly language(including some examples of emotional intensity) that will drive instruction and assessment during the lesson. * Prior to beginning the lesson, teachers must post the learning target, read it aloud and elicit feedback/ questions from students in order to effectively guide and focus instruction. A Guide for Effective Learning Targets-Social Studies Effective learning targets guide instruction and learning for a single classroom lesson (approximately one hour). When designed well, learning targets focus on appropriate content/grade level standards from the common core, college readiness or core content (for science and social studies), use student friendly language and include measurable objectives that anchor instructional activities/formative assessment. The learning targets below demonstrate varying degrees of effectiveness. Sample Target #1: Ineffective * Course: Introduction to Social Studies Grade 9 Target (s): Understand checks and balances. Discussion: While the target above certainly connects to appropriate social studies standards, the phrase“ understand” is not a measurable objective for students. This target also offers no specific guidance to students regarding what they have to do to demonstrate their knowledge regarding checks and balances