“Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text…”
…may be impressive to colleagues (or administrators), this language really means nothing to students. A better target might be,“Describe Okonkwo’s feelings toward Ikemefuna, and cite quotations from the text to support your assertions.”
This target is more specific and meaningful to students. 5. Students don’t understand the language of the targets. This is also the problem of essentially using standards as learning targets. Targets need to be comprehensible to students. Learning targets in student-friendly language are often most empowering for English-language learners and students living in poverty. Student-friendly targets make the teacher’s motivations for class activities less mysterious. They also create a bridge from social language to academic language. Targets should include content vocabulary, as the teacher and students can discuss the meanings of the vocabulary by unpacking and discussing the language of the targets early in the lesson. 6. The targets aren’t assessed. How do we know if we have met the learning targets? Sometimes informal assessment like a thumbs up/thumbs down does the trick. Other times students should reflect and self-assess on the targets, perhaps with a Likert scale and explanation for their ratings. Other times it’s appropriate for students to complete an exit ticket or a short quiz. But, targets and formative assessment go hand-in-hand. Targets tell students what they should learn, and formative assessment helps them and us see if they learned it! 7. The students just don’t care. It’s true sometimes. However, we should not make this the default explanation of why learning targets are not working in our classrooms. Saying this really insinuates that we have little to no influence or responsibility in the matter. There are many ways that we can each use targets more effectively, and most of the time, effective learning targets and formative assessments are the most powerful components of our instruction. So, if your students don’t seem to care, honestly assess the other six points to see if there is an area where you can super-charge your use of learning targets!
Jan Sturgis says
Thanks for this point on post, Kenny. They can become just a part of a checklist. I appreciate your drawing my attention to best practices with these targets.
Kenneth McKee says
Thanks, Jan. I think we can all keep thinking about how learning targets can help facilitate students’ learning. I agree that sometimes our intentionality with these can suffer.
Jerry says
One of the better articles I have read- I’m still not convinced they are needed at the high school level.
Kendra Cameron Jarvis says
I also like asking students to co-construct the learning target with me. This way we write it in student friendly terms and they have buy in.
Ryan Will I Am says
At my school, we are focusing on learning targets, and trying to write them as I can statements and followed by “as evidenced by” so that students will know how they can achieve the learning target