North Buncombe HS - Learning Targets
Learning Targets for the session:
I can:
I can:
- Identify characteristics of learning targets that promote student learning.
- Develop a learning target/ formative assessment to support my students’ learning.
The WHY:
- When students were clear about what they were learning, their achievement was 34 percentile points higher on assessments than students who weren't (McRel, 2000).
- Clear learning targets allow students to learn how to self-assess progress and become more self-directed.
- Keeps you and your students focused, because....
Quality of Targets:
- Bite-sized: should be a statement of what students should know and be able to do after one lesson - two at most.
- Action-oriented: Verb should be observable, measurable, and match the rigor of the standard. (Observable: a student can say, write, or do something).
- Student-friendly language: or make it student-friendly by teaching the content or academic language.
- Skill-specific rather than activity-specific
- Derived from Standards rather than quoted.
The WHAT:
What do good targets look like?
What do good targets look like?
Math:
- I can interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
- I can interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
- I can apply and extend previous understandings of multiplication and division to divide fractions by fractions.
- I can divide a fraction by a fraction using a model or an equation.
Chorus:
- I can listen for uniformity of vowels, blend of tone, and smooth transition between head and chest voice within the ensemble.
- I can perform a 4 measure rhythmic exercise.
- I can sing a major/minor scale pattern using solfege, tone clusters, harmonic intervals of thirds and fifths with dissonances of sevenths, and neutral vowels in warm ups and repertoire.
- I can understand the cues of the conductor.