Learning Targets: Helping Students Aim for Understanding in Today's Lesson (member book)

Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 700,000 teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from classroom management to inspiring student engagement, you will be able to perfect your teaching practice right away. In Learning Targets, Connie M. Moss And Susan M. Brookhart Contend That Improving Student Learning And Achievement Happens In The Immediacy Of An Individual Lesson -- What They Call Today's Lesson -- Or It Doesn't Happen At All. The Key To Making Today's Lesson Meaningful? Learning Targets. Written From Students' Point Of View, A Learning Target Describes A Lesson-sized Chunk Of Information And Skills That Students Will Come To Know Deeply. Each Lesson's Learning Target Connects To The Next Lesson's Target, Enabling Students To Master A Coherent Series Of Challenges That Ultimately Lead To Important Curricular Standards. Drawing From The Authors' Extensive Research And Professional Learning Partnerships With Classrooms, Schools, And School Districts, This Practical Book: Situates Learning Targets In A Theory Of Action That Students, Teachers, Principals, And Central-office Administrators Can Use To Unify Their Efforts To Raise Student Achievement And Create A Culture Of Evidence-based, Results-oriented Practice; Provides Strategies For Designing Learning Targets That Promote Higher-order Thinking And Foster Student Goal Setting, Self-assessment, And Self-regulation; Explains How To Design A Strong Performance Of Understanding, An Activity That Produces Evidence Of Students' Progress Toward The Learning Target; Shows How To Use Learning Targets To Guide Summative Assessment And Grading. Learning Targets Also Includes Reproducible Planning Forms, A Classroom Walk-through Guide, A Lesson-planning Process Guide, And Guides To Teacher And Student Self-assessment. What Students Are Actually Doing During Today's Lesson Is Both The Source Of And The Yardstick For School Improvement Efforts. By Applying The Insights In This Book To Your Own Work, You Can Improve Your Teaching Expertise And Dramatically Empower All Students As Stakeholders In Their Own Learning. - Publisher. Introduction: Why Should We Pursue Learning Targets? -- Learning Targets: A Theory Of Action -- How To Design Learning Targets -- Sharing Learning Targets With Students -- Using Learning Targets To Feed Learning Forward -- Developing Assessment-capable Students -- Using Learning Targets To Differentiate Instruction -- Using Learning Targets To Foster Higher-order Thinking -- Using Learning Targets To Guide Summative Assessment And Grading -- A Learning Target Theory Of Action And Educational Leadership: Building A Culture Of Evidence. Connie M. Moss, Susan M. Brookhart. Includes Bibliographical References (p. 204-212) And Index. Cover......Page 1 Title Page......Page 4 Copyright Page......Page 5 Dedication......Page 6 Table of Contents......Page 8 Acknowledgments......Page 10 Introduction: Why Should We Pursue Learning Targets?......Page 12 Chapter 1. Learning Targets: A Theory of Action......Page 18 Chapter 2. How to Design Learning Targets......Page 39 Chapter 3. Sharing Learning Targets with Students......Page 52 Chapter 4. Using Learning Targets to Feed Learning Forward......Page 72 Chapter 5. Developing Assessment-Capable Students......Page 90 Chapter 6. Using Learning Targets to Differentiate Instruction......Page 105 Chapter 7. Using Learning Targets to Foster Higher-Order Thinking......Page 125 Chapter 8. Using Learning Targets to Guide Summative Assessment and Grading......Page 143 Chapter 9. A Learning Target Theory of Action and Educational Leadership: Building a Culture of Evidence......Page 158 Action Tools......Page 174 Action Tool A: Understanding Learning Targets......Page 175 Action Tool B: Learning Target Classroom Walk-Through Guide......Page 179 Action Tool C: Learning Target Lesson-Planning Process Guide......Page 185 Action Tool D: Teacher Self-Assessment Targets and Look-Fors Guide......Page 195 Action Tool E: Student Self-Assessment and IntentionalLearning Guide......Page 207 Action Tool F: No More “Garbage In, Garbage Out”: UnderstandingConnections Among Instruction, Assessment, andGrading......Page 208 Glossary......Page 212 References......Page 215 Index......Page 224 About the Authors......Page 230 Search This Book......Page 0 Education ASCD;,administrators;,assessment;,cognitive,processes;,critical,thinking;,differentiated,instruction;,instruction;,K–12,education;,learning;,learning,comprehension;,lesson,plans;,performance,assessment;,principals;,professional,development;,professional,learning,communities;,rubrics;,school,improvement;,self-assessment;,student,achievement;,student,assessment;,student,motivation;,teacher,education;,teachers;,teaching,for,meaning;,teaching,methods;,thinking,skills ASCD,administrators,assessment,cognitive processes,critical thinking,differentiated instruction,instruction,K–12 education,learning,learning comprehension,lesson plans,performance assessment,principals,professional development,professional learning communities,rubrics,school improvement,self-assessment,student achievement,student assessment,student motivation,teacher education,teachers,teaching for meaning,teaching methods,thinking skills