OVERVIEW OF STRATEGY 1
Strategy 1: Provide a clear and understandable vision of the learning target.
Read through the following handout. What are some key points about each section? Where do you see those points illustrated in the examples?
Learning Targets: Helping Students Aim for Understanding In Today’s Lesson [webinar]
A few ways of providing a clear and understandable vision of learning targets include:
- writing targets that are conversational in tone;
- extracting the essence of the learning;
- using “I can ____,” or “I know ____” statements;
- considering the guiding questions you want students to be able to answer; and
- inviting students into the learning process.
When teachers communicate learning standards in explicit, understandable terms, students know exactly what to be focusing on and that increases their ability to learn. The following examples demonstrate how standards are transformed into student-friendly language and prompt guiding questions for students.
Informing the students of the learning target by telling them what it is or by writing it on the board is not sufficient.
- Most “lesson objectives” are written in language for teachers.
- Discussion about what a lesson objective means can help students express the objective in their own words and clarify the concept in their own minds.
Some ideas to include students might include asking them to write down the daily learning objective in a student planner, then rank themselves daily 1-5 stars on how confident they are in that skill or knowledge, or leading a discussion about the daily learning target, asking students to make connections to previously learned skills or knowledge.
What are other ways to help students more clearly understand the learning targets?
Coaching Companion
Video: “I Can” Statements
EXAMPLE: English Language Arts
Hover over the boxes below to view the student friendly learning target of the standard.
[fusion_flip_boxes columns=”2″ flip_effect=”” flip_direction=”” flip_duration=”” equal_heights=”yes” icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”no” image=”” image_id=”” image_max_width=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=””][fusion_flip_box flip_direction=”” title_front=”4.R.2.A. Read, infer, analyze, and draw conclusions to:” title_back=”Student-Friendly Learning Target” text_front=”(a) summarize and sequence the events/plot, and explain how past events impact future events, and identify the theme.” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.1″ animation_offset=””]
I can describe events in a story and put them in order. Then I can explain how events early in the story affect later events. I can identify the theme of the story in relation to these events.
[/fusion_flip_box][fusion_flip_box flip_direction=”” title_front=”4.R.2.A. Read, infer, analyze, and draw conclusions to:” title_back=”Student-Friendly Learning Target” text_front=”(b) describe the personality traits of characters from thoughts/words/actions.” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
I can use descriptive details from a character’s thoughts, words, and actions to describe characters in a story.
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EXAMPLE: Mathematics
Hover over the boxes below to view the student friendly learning target of the standard.
[fusion_flip_boxes columns=”2″ flip_effect=”” flip_direction=”” flip_duration=”” equal_heights=”yes” icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”no” image=”” image_id=”” image_max_width=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=””][fusion_flip_box flip_direction=”” title_front=”Compare two fractions with the same numerator or denominator using the symbols >, =, or <, and justify the solution.” title_back=”Student-Friendly Learning Target” text_front=”The student will compare two fractions with the same denominator using >, = or <.” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.1″ animation_offset=””]
I can compare two fractions with the same denominator using >, =, < symbols, and can explain my thinking.
[/fusion_flip_box][fusion_flip_box flip_direction=”” title_front=”Compare two fractions with the same numerator or denominator using the symbols >, =, or <, and justify the solution.” title_back=”Student-Friendly Learning Target” text_front=”The student will compare two fractions with the same numerator using >, = or <.” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
I can compare two fractions with the same numerator using the symbols >, =, or < and can justify my thinking.
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EXAMPLE: Early Learning
Hover over the boxes below to view the student friendly learning target of the standard.
[fusion_flip_boxes columns=”2″ flip_effect=”” flip_direction=”” flip_duration=”” equal_heights=”yes” icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”no” image=”” image_id=”” image_max_width=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=””][fusion_flip_box flip_direction=”” title_front=”Missouri Early Learning Goals – Literacy, V. Writing ” title_back=”Student-Friendly Learning Target” text_front=”1. Uses writing as a means of expression/communication” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.1″ animation_offset=””]
I can write my name.
[/fusion_flip_box][fusion_flip_box flip_direction=”” title_front=”Missouri Early Learning Goals – Literacy, IV. Reading” title_back=”Student-Friendly Learning Target” text_front=”1) Applies early reading skills, 2) Uses concept of print, 3) Attends to sounds in language” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”” text_back_color=”” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]
I can name uppercase letters.
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[fusion_flip_boxes columns=”1″ flip_effect=”” flip_direction=”” flip_duration=”” equal_heights=”” icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”no” image=”” image_id=”” image_max_width=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=””][fusion_flip_box flip_direction=”” title_front=”Missouri Early Learning Goals – Mathematics, I. Number and Operations” title_back=”Student-Friendly Learning Target” text_front=”1. Uses number to show quantity.” icon=”” icon_color=”” circle=”” circle_color=”” circle_border_color=”” icon_flip=”” icon_rotate=”” icon_spin=”” image=”” image_id=”” image_max_width=”” background_color_front=”” background_image_front=”” background_image_id_front=”” title_front_color=”” text_front_color=”” background_color_back=”” background_image_back=”” background_image_id_back=”” title_back_color=”#ffffff” text_back_color=”#ffffff” border_size=”” border_color=”” border_radius=”” animation_type=”” animation_direction=”left” animation_speed=”0.1″ animation_offset=””]
I can count to 15.
I can name numbers.
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Activity Sheet: Practice Providing Clear Learning Targets.
