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https://sites.google.com/a/beaverton.k12.or.us/jw-eagles-pe/learning-targets

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https://www.youtube.com/watch?v=FKlnx1ASSEA

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https://www.youtube.com/watch?v=yMt0ARaQ0bM

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https://www.youtube.com/watch?v=Tr3uqF7YObo

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The consequences of not posting learning targets!

https://www.youtube.com/watch?v=SJ53rqxIEqw

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*What if my students do not get consent to participate in my study?

*Should I compare two classes? One class I teach my learning targets to, the other I don't? Is this the best way to determine the effect of learning targets has on my students learning?

*How will I measure student learning?

*I only see my students twice a week for 30 minutes each. Is this enough time to gather data?

*How to best avoid biases

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http://www.multibriefs.com/briefs/exclusive/learning_objectives_targets_goals.html#.WCtWCdUrKM_

Learning objectives, targets and goals

Herrmann, E. (n.d.).

"Ralph Tyler noted that a well-written objective should clearly communicate the knowledge students should gain as well as how this knowledge will be demonstrated."

"When we share objectives with students, we make the expectation of learning explicit."

"When objectives are posted and written, it adds the visual modality in addition to hearing the objective."

Summary:
Herrmann writes about the significance that posting the learning targets has on  relaying our learning expectations to our students.  When learning objectives are posted students know exactly what is expected of them for that lesson and helps them stay focused during class.

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https://www.bcpss.org/bbcswebdav/institution/HSA_BIO_Aca/Content/Module%20V.Articles/E.More%20Interesting%20Readings/Enhancing%20Student%20Learning%20Stiggins%202008.pdf

Enhancing Student Learning

Chappuis, J., & Stiggins, R. (2008, January).

"At the outset of instruction, make sure students have a clear, solid vision of the learning targets that they are responsible for achieving." (p.2)

"Teach students to keep track of their achievement on specific learning targets and to reflect regularly on their growth so they develop a strong sense of academic self-sufficiency" (p.2)

Summary:
Chappius and Stiggins suggest that when students self-assess and self-monitor, their confidence and motivation increases. Learning targets play a large role in this assessment process. We need to teach our students to use the learning targets to assess where they are in their learning and how much farther they need to go.

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http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/Assessment-for-Learning.pdf

What a difference a word makes.

Chappuis, J., & Stiggins, R. (2006).

"State standards are deconstructed into classroom-level learning targets, which we translate into language our students understand so they know what they are responsible for learning" (p.11)

"Teachers select learning targets focused on the most important things students need to know and be able to do" (p. 12)

Summary:
Chappuis and Stiggins talk about the importance of using learning targets to teach students how to effectively assess themselves. They talk about changing the word "for" to "of" in the context of assessment for learning. Assessing students for learning is more critical than assessing students of their learning. Learning targets assist in this manner of student assessment.

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http://files.eric.ed.gov/fulltext/EJ923465.pdf

Using Progressive I-Can Statements to Promote Learner Confidence in Writing.

AlHayki, K., Linse, C., & MacDuff, F. (2010).

"The I-can statements are
intended to motivate the students to move
on to another level of complexity with confidence by helping them realize what they
have already accomplished" (p.3)

Summary:

Though this article was about "I can" statements when it comes to writing, the importance of "I can" statements does not change from subject to subject. The authors explain how teachers can look for opportunities to utilize learning targets as a way to increase student's  sense of accomplishment.

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http://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf

Monitoring Student Learning in the Classroom

Cotton, K. (n.d.).

"Clarity about expectations, formats, and other aspects of direction-giving bears a positive relationship to the achievement of the students doing the homework, participating in the classroom questioning session, etc." (p. 5)

Summary:
Cotton explains how monitoring student learning in the classroom is essential for effective teaching to take place. If student learning is not being monitored, the teacher will not know where their students stand in regards to the material. Formative assessments should be ongoing and are helpful for both teacher and students to master the material.

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http://www.teachers.net/wong/MAR11/wongprint.html

Learning Objectives:  The Heart of Every Lesson

Wong, H., & Wong, R. (2011, March).

"The research of John Hattie says:

Simply tell students what they will be learning before the lesson begins

and you can raise student achievement as much as 27 percent."

"Our task is to provide students with every opportunity to be successful in the classroom.

Summary:
Rosemary and Harry Wong are well known educators. They write about the importance of using learning objectives to increase student learning. They discuss the importance of learning objectives being for the students so they can use it to assess their own learning based on the learning objectives provided. Posting learning objectives makes teachers more effective in their teaching.

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http://files.eric.ed.gov/fulltext/EJ815370.pdf

Student Self-Assessment:
The Key to Stronger Student Motivation
and Higher Achievement

Hearn, J., & McMillan, J. H. (2008).

"Such awareness of the learning process is the first step in training students to gauge their own performance as an informational, rather than a judgmental, matter" (p.45)

Summary:

Hearn and McMillan explain that students who are involved in the assessment process have more motivation and control over their learning. They are more involved than they would be if they were not involved in self-assessment. Learning objectives are important and need to be clear for students.

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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/

Bloom’s taxonomy of cognitive learning objectives

Adams, N. E. (2013, July).

"Information professionals who train or instruct others can use Bloom’s taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate."

Summary:
Adams describes the levels of Bloom's taxonomy and how to use these levels to write learning objectives. Adams writes about the later version of Bloom's taxonomy levels to include remember, understand, apply, analyze, evaluate,and create. We are provided with examples of how to incorporate that language into our objectives.

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http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx

Knowing Your Learning Target

Brookhart, S. M., Long, B. A., & Moss, C. M. (2011, March)

"The first thing students need to learn is what they're supposed to be learning."

"Students who don't know the intention of a lesson expend precious time and energy trying to figure out what their teachers expect them to learn."

"Students can't see, recognize, and understand what they need to learn until we translate the learning intention into developmentally appropriate, student-friendly, and culturally respectful language."

"Because they understand exactly what they are supposed to learn, students take a more strategic approach to their work."

"Students cannot regulate learning, use thoughtful reasoning processes, set meaningful goals, or assess the quality of their own work unless they understand what success looks like in today's lesson."

Summary:
Brookhart, Moss, and Long explain the importance of learning targets and how to use them effectively with your students. Learning targets plays an important role in student motivation and learning. Students will have a hard time learning if they don't know what they are supposed to be learning.

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1) Consistency in use and delivery of learning targets is important

2 ) Learning targets should be stated in kid friendly language
3) Learning targets are most beneficial if all teachers in the building use them.

4) Learning targets tell students what they need to learn and how they are expected to demonstrate their learning

5) Learning targets motivate students to learn.
6) Learning targets assist with student self-assessment.
7) The use of "I can" statements can increase student confidence.
8)Learning targets help students stay focused on what they are expected to learn.

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http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/Targets,-Objectives,-Standards@-How-Do-They-Fit%C2%A2.aspx

Art and Science of Teaching / Targets, Objectives, Standards: How Do They Fit?

Marzano, R. J. (2013).

"An internally consistent system helps ensure that all practitioners use terms—such as learning targets, instructional objectives, and learning goals—in the same manner."

"One of the most powerful aspects of "I can" statements is that they help students see where they are on the learning progression for a unit objective."

"Any system that organizes statements of what students are expected to know and be able to do enhances student learning because it provides clarity to students and teachers alike."

Summary:
Marzano provides us with recommendations on how to best use learning targets in the classroom. He explains how consistently posting learning targets in the classroom provides students with an extra tool for learning the material. It lets them know when they have learned it and how they will know they have learned it.

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What effect do learning targets have on student learning in elementary physical education?