TYPES OF LEARNING TARGETS PROF. ED 6_REPORT_RALPH JEANO MURILLO_III BPED B.pptx

Learning targets

1. REPORTER: RALPH JEANO MURILLO TYPES OF LEARNING TARGETS PROF_ED_ 6

2. Learning targets are statements of intended learning which teachers craft to guide the teaching and learning process ; and to engage, support and hold students accountable for their learning. Learning Targets

3. Learning targets serve the large purpose of “keeping the learning on track”

4. 4 TYPES OF LEARNING TARGETS

5. 1. Knowledge - level learning targets represent factual knowledge ( knowing from memory), procedural knowledge (knowing how to execute a series of steps), and conceptual understanding (being able to explain a concept). Because knowledge as defined here includes procedural knowledge and conceptual understanding, we do not consider a knowledge targets to be "low-level."

6. • I can identify metaphors and similes. • I can read and write quadratic equations. • I can describe the function of a cell membrane. • I can use correct punctuation in a sentence. • I can explain the effects of an acid on a base. KNOWLEDGE EXAMPLES

7. 2. Reasoning-level learning targets define thought processes students are to learn to execute, such as predict, infer, compare, hypothesize , critique , draw conclusions, justify, and evaluate .

8. • I can compare forms of government . • I can analyze health information. • I can write a persuasive essay. REASONING EXAMPLES

9. 3. Skill- level targets- require a real-time demonstration or physical performance. The skills category can be confusing, as we commonly talk about problem solving skills (a reasoning target), reading skills (also reasoning targets), thinking skills (reasoning targets, again), and so on.

10. • I can measure the length of an object. • I can introduce myself in Spanish. • I can use a scalpel to dissect a frog. • I can dribble to keep the ball away from an opponent. SKILL EXAMPLES

11. 4. Product-level targets- are just what they sound like: The content standard as written calls for the creation of a product, and the evaluation of learning will be of the qualities of the product. We often have students create products to demonstrate other types of learning targets, in which case what should be evaluated is the intended learning, not the qualities of the product.

12. • I can construct a bar graph. • I can develop a personal health-related fitness plan. • I can construct a physical model of an object. • I can write a term paper to support a thesis. PRODUCT EXAMPLES

13. THANKS! THANK YOUU!