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We need to make them specific and meaningful

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We can use them to model it.

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The LT is the point of the lesson...

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Create a document in order to capture these unpacking in order for them to understand what they are learning. I also believe staff needs instruction on when to unpack.

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Build upon the beginning of the year "fun activity" and make it a sustained challenge throughout the year.

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Remind students why unpacking learning targets is beneficial.

Make it a part of the routine.

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Unpacking should be ongoing

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Develop a daily class routine that always reviews student's understanding of LT.

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Develop a daily class routine that always reviews student's understanding of LT.

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Jodie Nathan

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Unpacking vocabulary, visual's. Using the same graphic organizers throughout the school. That builds consistency for the scholars and what the teachers are looking for.

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Consistency

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Scholars are not only struggling with content related words but also general vocabulary words.

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Using the samples anonymously across the grades to show mastery by students in their and other classes - I find scholars are often interested in other's scholars' work and that may be a hook.

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Using the samples anonymously across the grades to show mastery by students in their and other classes - I find scholars are often interested in other's scholars' work and that may be a hook.

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Unpacking the learning target should be taught very early on and scholars should be expected to do so daily.

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Using the graphic organizer to see what scholars truly understand/ Can they restate in their own words.

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Using the graphic organizer to see what scholars truly understand/ Can they restate in their own words.

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I see the differences between how ELA and Math unpack the lesson.  ELA has a rubric to guide scholars through the process while math is "nonexistence".
Moving ahead, can we share best practice such as rubric with the rest of the community?

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We can use these work samples to demonstrate mastery but using them as a source of self assessment for the scholars, or maybe even a rubric of sorts.

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To get an idea of what it looks like when students have a full understanding of what it is they are being asked to do.

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To get an idea of what it looks like when students have a full understanding of what it is they are being asked to do.

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Jodie Nathan

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Students must be able to use content based vocabulary to summarize what the LT means. They must know what these words mean. Also they must be able to write something in their own words.

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We can break down our learning targets into more achievable targets for them in order to see what parts they can achieve.

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We learn that scholars often forget about the learning target after it is being presented to them. Certain words especially skill specific are hard for them to understand.

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Making sure the language in the target is clear for scholars to understand

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Making sure the language in the target is clear for scholars to understand

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I learned to be careful when I assume there are words scholars already know.

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A lot of the teachers' comments here are about vocabulary, and scholars' struggle with general and content-specific vocabulary. It suggests to me we also need to be better at stating learning targets in much more general, scholar friendly language. Maybe the learning target can be revised and restated over the course of a lesson, unit, or task: at the beginning of a lesson, unit, or task, it might be all kid friendly language; over time, they can restate it with more sophisticated vocabulary that they're learning over time. ...  

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A lot of the teachers' comments here are about vocabulary, and scholars' struggle with general and content-specific vocabulary. It suggests to me we also need to be better at stating learning targets in much more general, scholar friendly language. Maybe the learning target can be revised and restated over the course of a lesson, unit, or task: at the beginning of a lesson, unit, or task, it might be all kid friendly language; over time, they can restate it with more sophisticated vocabulary that they're learning over time. ...  

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Making sure their is consistency in language across the board, and that scholars are seeing the routine and commonalities in all content areas.

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qGAIN REIGORCE THEIR PIRO KNOWLEDGE AND HELP TO TAKE FROMM Whatt they know to find out more infromation 

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qGAIN REIGORCE THEIR PIRO KNOWLEDGE AND HELP TO TAKE FROMM Whatt they know to find out more infromation 

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Scholars need more exposure to vocabulary.

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To not assume the student understands the LT. Review vocabulary and clarify any questions the student may have.

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To not assume the student understands the LT. Review vocabulary and clarify any questions the student may have.

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Jodie Nathan

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Unpacking the learning target should be part of the daily agenda.

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I think that over time, scholars will become more familiar with some of the phrasing and vocabulary used in Learning Targets. It's clear that we DO need to unpack with them. But after being exposed to this process and repeating it each time, scholars should feel more confident about the Learning targets we present, even if the content is new. We just have to keep doing it.

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ITT JUDT REINFORCES THAT STUDWNTS MIST Hve some form of working vocabulary 

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ITT JUDT REINFORCES THAT STUDWNTS MIST Hve some form of working vocabulary 

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Scholars may not recognize the words that we choose in stating a learning target.

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The way we can use these work samples to demonstrate what mastery look like is by having scholars used them as self assessments. At the end of a unit or lesson they can revisit the learning target and rate themselves.

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Scholars need exposure to content language; especially action words such as calculate, verify, justify, and etc...

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Help students break down key vocabulary terms.

Make time to unpack learning targets day to day.

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I learned that building on vocabulary(synonyms) can assist in this effort. Scholars seemed to not have the words at their disposal in order to be able to restates the LTs in their own words.

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WE leaern S TEACHWES THE SPECFIC WAYS STUDENTS INTERPET INFORMATION 

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WE leaern S TEACHWES THE SPECFIC WAYS STUDENTS INTERPET INFORMATION 

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At the start of the year, we could do a fun activity as a class so that there could be immediate engagement in establishing understanding about Learning Targets.

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Honestly, yes unpacking the learning target makes sense, but I believe scholars weren't able to complete because they did not learn about the topic as of yet.

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Students are struggling with vocabulary. They are also struggling with summarizing something in their own words, they are lacking the words.