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Learning Targets: One take away- I liked the higher order thinking and self regulating skills- Especially the different levels of strategies. It helps the teacher guide student progress, and I would use this in my lessons as I progress through the writing process, and also to help students see the value of reading different texts. I would have students track which level they are on themselves as well as I would mark in my plans where we are as a class. I wonder if students will really be able to track their development over the course of the different strategies and if they would see its value.

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Learning Targets: One take away- I liked the higher order thinking and self regulating skills- Especially the different levels of strategies. It helps the teacher guide student progress, and I would use this in my lessons as I progress through the writing process, and also to help students see the value of reading different texts. I would have students track which level they are on themselves as well as I would mark in my plans where we are as a class. I wonder if students will really be able to track their development over the course of the different strategies and if they would see its value.

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One take away I have are the look fors I can use in my classroom. They can correlate with the step by step progress in my room for the students to meet their learning target. This can be helpful in a number of classroom activities such as socratic seminar, writing an essay, etc. I wonder if there is a way for students school wide to have a consistent routine of looking at learning targets and reflecting on them. This way they are consistently coming familiar with learning targets as we grow with them.

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One take away I have are the look fors I can use in my classroom. They can correlate with the step by step progress in my room for the students to meet their learning target. This can be helpful in a number of classroom activities such as socratic seminar, writing an essay, etc. I wonder if there is a way for students school wide to have a consistent routine of looking at learning targets and reflecting on them. This way they are consistently coming familiar with learning targets as we grow with them.

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TA: This is a different way to organize lessons.
IW: If it is beneficial to replace objectives with learning targets in lesson plans to focus our efforts on what we aim to teach.

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Take Away: "How is it connected to yesterday's and tomorrow's lesson?" -- I need to work on including connections to the day before and after in my learning target.
Wonder: How can I do this without making my Learning Targets too wordy/distracting for students?

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Take Away: The learning target asks what am I going to do by the end of today's lesson and how is it connected to yesterday's and tomorrow's lesson?

I wonder: What are some strategies that students can use to reflect on the success criteria to communicate how close they are to reaching the learning target?

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Learning Targets: One takeaway is the necessity to develop a road map for each unit. While I do this for my unit planning, I should share this with my students on an anchor chart as a means of putting each day's learning into the context of the overall picture. I wonder if some of my learning targets are criteria for success. I wonder how I can better plan the daily chunks I expect my students to learn in order to match their pace of learning. 

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Learning Targets: One takeaway is the necessity to develop a road map for each unit. While I do this for my unit planning, I should share this with my students on an anchor chart as a means of putting each day's learning into the context of the overall picture. I wonder if some of my learning targets are criteria for success. I wonder how I can better plan the daily chunks I expect my students to learn in order to match their pace of learning. 

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Take away:
-There should be a connection with yesterday's and today's lesson.
-The performance of understanding is part of the learning target (comes after).
I wonder... if learning targets should be something that's added to the curriculum from the get go.

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Take Away: Learning target is the end goal and the success criteria is the process of how students will get to the learning target.
I wonder how I can use the success criteria as a checklist for student to track their progress of the lesson and entire unit.

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A take away I found to be important in the video was how the learning target should relate to the previous lesson and how it can be incorporated into the next lesson. I also found the information about success criteria to be useful as the criteria should be used as ways for the students to reach the learning target. It represents the process of learning the students need to go through in order to achieve the overall learning target.

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I liked once you have developed learning objectives for a course or module of learning, it can become easier to sequence instruction, alot time to topics, assemble materials, and organize instructional time. Very helpful in my Health/DE classes. Learning objectives can also be used as a guide to developing learning activities, which can engage learners in ways that match the desired learning outcome. If we are holding the students accountable, then this is a great way to get our students into higher level of learning.

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Take Away:  It is important to translate learning objectives into student friendly learning targets to ensure a learning partnership between teacher and student.   It also ensures that students are aware of what they need to learn and how they need to accomplish the learning.
I wonder I how I can be sure that my learning targets are student friendly.

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Take away - I've never thought of the "Task" as a form of student self assessment. As a teacher, I am inclined to look at the task as evidence of student learning that I consume, analyze, and interpret. The notion that the "Task" is a form of student self assessment is a game changer. This realization places the onus/ responsibility on the students as knowledge creator, not the educator.

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Take Away: Bottom line, in order for this to work in all classrooms, it needs to be built into the classroom culture from day one. It has to be part of the routine of the class. The students need to understand what the purpose of learning targets even are and be on the same page as the teacher. Learning targets are the skills being learning, these skills are taken from the standard and communicated in a language that students understand and focuses on small aspects of the objective and not the entire objective.
I wonder: how I can help implement learning targets into the classroom culture in a way that helps communicate the purpose of the activities, without wasting too much time, and as an ICS teacher who has little control over lesson plans. The only way is through communication with co-teachers but with little time to collaborate, this can be a challenge.

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Take Away- The benefit ofg having specific types of problems/examples on the Success Criteria board. For example, "If you are mastering this criteria you will be able to solve problems that look like _______"

I wonder, since the learning targets are student-friendly, if there is a way for students to be involved in the writing of the learning targets. Would this be successful or not?

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One take away I have are the 3 essential questions for the formative assessment process. As a student, I can see why these 3 questions would be important to answer/know so they know where they're going in the learning process. Particularly, this will help students gauge how they need to perform to become successful in achieving the learning target. I wonder how I can explicitly show/communicate this to students? Should it be apart of their success criteria? Do I state it to them as we review the day's target?

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Takeaway: In addition to creating a "bulls-eye target," we also need to tell students how they be successful/scored. We should include how learners will demonstrate what they learned and how the activities/tasks relate to the target.
The last part of this is essential to making sure our tasks are aligned to the target as well as ensuring students that the assigned activity will help them to reach the target/goal or skill of focus.

I wonder if we can get more ELA/History examples of effective learning targets and criteria of success.

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Take Away: the importance of wording the LT in a way that is student-friendly is especially relevant/important to ELLs. As an ESL teacher, I try to be mindful of that.                                  

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Take Away: the importance of wording the LT in a way that is student-friendly is especially relevant/important to ELLs. As an ESL teacher, I try to be mindful of that.                                  

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I wonder why we still need to formulate / include the "Objective" as a separate entity in our Lesson Plans. A properly worded LT reflects the Objective...It seems somewhat redundant...

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Take away - Learning targets need to be implemented from day one in the classroom in order for students to see their value and understand their purpose. They should be connected each day from one lesson to the next.  Although I always provide success criteria in my classroom, I have to do a better job of connecting them from one day to the next.

I wonder - what is the best way to relay the success criteria to students.  Each day a new set of criteria is introduced, what is the most efficient way to get this information to students without wasting class time by having them copy it on paper or by printing a new set each day?

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Video: Module 1 Part 2 (time 2:40)
There is some discrepancy on how much detail should be included in the learning targets and success criteria. The video shows ample detail, however we were under the impression that it should be short and concise.
Shapiro, Randazzo, and Cervelli

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Take-away:  Learning targets are meant for students to know what they will be able to do better by the end of the class period.  They are meant to be written in student-friendly language and often "unpack" aspects of the lesson objective into more digestible pieces.
I wonder: I wonder to what extent students will be able to assess their own knowledge via the look-fors in a math classroom. For example, if students do not understand that x^6 is a perfect square and be able to factor the corresponding expression accordingly, they will not be able to accurately assess their knowledge of difference of squares. I wonder how can promote more student accountability (both in terms of their work in class and their retention of prior knowledge) in order to achieve this portion of the goal of learning targets, and how we can allow students who are struggling in class the opportunity to do so.

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A take away is that the learning targets are written in student friendly language for students to understand what they are to learn by the end of the lesson and how it relates to previous knowledge and to future concepts.

I wonder how students will be able to ascertain if they have achieved the learning target, if they are struggling with basic skills and are not sure they completed that concept correctly. I wonder how to create a learning target that is not so wordy but still covers all the skills needed to complete the target.

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After discussing learning targets with teachers at PASE and other schools in the district, there seems to be different interpretations of how to write learning targets and how much should be included in the success criteria.
To create consistency, can it be included in the lesson outlines that is created by the curriculum writers?
Cervelli, Shapiro, Randazzo

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One take away I have is that learning targets can help me break down the complex objectives into smaller units more easily understood by the students.  This way the material does not overwhelm the students.  I wonder how I can determine if my learning targets are effective and helping the students better plan for the lesson and the material in the current unit.

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Keith Place                    Learning Targets: 

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Keith Place                    Learning Targets: 

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Take Away - Students are responsible for their learning and are more reflective about their own work. The more learning targets are used, the more likely it will be that they really understand and take ownership of what they’re doing.  The targets need to be used consistently in the learning process for them to be really effective. That means the teacher needs to actually craft statements that make sense to students and refer to them before, during, and after the lesson for the content to really sink in.  What’s great is that these targets can easily transition into assessments and allow for students, teachers, parents to have quality discussions about learning.
I wonder if students can be involved in the creative process of formulating their own learning targets for a given lesson

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Learning targets: Address the knowledge are expected to learn and understand in the course of the lesson and/or task. It provides guidance on what you want to acheive 

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Learning targets: Address the knowledge are expected to learn and understand in the course of the lesson and/or task. It provides guidance on what you want to acheive 

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Learning Targets are designed to address the knowledge that they are expected to learn in that given lesson.  It may reference previous lessons or be connected to something that they will learn in the future.

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Learning Targets are designed to address the knowledge that they are expected to learn in that given lesson.  It may reference previous lessons or be connected to something that they will learn in the future.

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One take away I found to be important was to make sure all the learning targets connect and flow into the next lesson. I also learned more about success criteria. In Health I make sure I revisit the previous lesson and roll it into the following lessons let the students reconnect prior information. This allows for higher level of learning especially when its about ones health. 

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One take away I found to be important was to make sure all the learning targets connect and flow into the next lesson. I also learned more about success criteria. In Health I make sure I revisit the previous lesson and roll it into the following lessons let the students reconnect prior information. This allows for higher level of learning especially when its about ones health. 

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I wonder if we should ask students after the lesson what the learning targets where ? to understand what the students got out of the lessons.

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One take away I have is that the learning target is a lesson sized chunk.  This is helpful for me because I was confused about how to translate the lesson objectives into learning targets.
I wonder if there is a better way for me to reference the look fors. I am hoping students use them when completing assignments but I need a better way for them to reference it.

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Takeaway: instructional objective usually has "adult language" from the teacher point of view. It is important to make LT be in student friendly language.
I wonder: how we ensure that we use proper performance understanding without just describing the task.

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Take Away:
One take away I have that learning targets are supposed to be student centered wording so that students can understand what they will learn in that one lesson and that success criteria are what the students can do to demonstrate they are reaching the learning target.

I Wonder:
If a learning target can be extended to a second day if a particular lesson takes longer than initially anticipated and if it should be reiterated to the students.

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LT purpose: what the students should learn by the end of the lesson. Can be built and scaffolded according to student's skills. LT does not restate standards but instead what the students need to achieve

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Objectives are usually written in adult language vs learning targets which are more kid friendly. This allows students to understand what they will be learning that day. Combined with the learning targets is success criteria, which is pretty much a checklist of how they know they have achieved the learning target.

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Even though, (maybe because) it is the first time I'm teaching the content, the connections to what came before and what came after are very natural for me.  The kids say that the connections I make are making it easier on the AP progress checks, so I guess we have evidence that they are important.

i wonder how to make the checklists a more institutionalized part of my classroom procedures.

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Ms.Yildiz                        Learning targets are concrete goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a class, unit, project, or even a course. They begin with an “I can” statement and are posted in the classroom.   

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Ms.Yildiz                        Learning targets are concrete goals written in student-friendly language that clearly describe what students will learn and be able to do by the end of a class, unit, project, or even a course. They begin with an “I can” statement and are posted in the classroom.   

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I wonder if we can exit tickets regarding "I can" statement as a self-reflection.

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The learning target was how I always wrote my objective in my lesson plans so it's good to see in black and white the difference between their purposes.  I wonder how effective an objective is vs a learning target, in a lesson plan?

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Take-away:  Learning targets is a student friendly topic for them to know what they will be able to know by the end of the class period. I wonder if this is actually going to be a long term success, or if it's going to be one of those things they see and acknowledge at the beginning and then it goes unnoticed/ignored?

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Take-away:  Learning targets is a student friendly topic for them to know what they will be able to know by the end of the class period. I wonder if this is actually going to be a long term success, or if it's going to be one of those things they see and acknowledge at the beginning and then it goes unnoticed/ignored?

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Take Away: The difference and transition from an Objective to a  Learning Target-An Objective is more of a guide of strategy and skill the teacher will be presenting for the students. On the other hand, A Learning Target is a guide for the students of a specific description of the lesson of the WHAT to learn, HOW to learn it and HOW to demonstrate the learning.

I wonder-How Learning Targets can also use words, pictures, and actions or combination of the three to express the content and performance the students will be aiming for?

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Take-Away:  Learning targets are the essence of what students are to learn.  When asked by parents, "What did you learn today?" their child responds in a way that shows that they can transfer the essence of what they learned into new situations because they see its relevance and importance.   In other words, they do not summarize what they did to learn it, rather they show they learned what was really supposed to be learned  by applying it or seeing it in the real world.

I Wonder:  What would be some model examples unpacked from the standards for the high school history courses that are as neatly written as the sample provided for 2nd grade math?

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TA: One take away I have is that learning targets are more understandable than our objectives for students. It is written in language they can understand so it will help them take control of their learning.
IW: I wonder how we can make a school wide initiative that all classes can use where students look at or write down the LT in each class.

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My take away is that Learning Target is not just a rewording the lesson objective. It is a tool to encourage students to be accountable of their own learning. Posting the target on the wall or on slideshow assists students mastery of content and or skill. I would consider making a "End of Week Exit Slip" where students must honestly reflect and respond if they met the learning target.

My wonder is will the learning target be more effective for students if it is changed/updated with each lesson or should it be one learning target posted as the Unit/Module changes.

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Should focus on a specific lesson chunk...
W: Can it run into the next day? How can we get students to own them, look at them, use them?