Classifying Learning Targets by 1ut45Np

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									                              Classifying Learning Targets
                                  Printing Instructions


For each envelope:

      Run one copy of the two pages of learning target examples on buff colored 110 lb.
       cardstock. Cut targets apart and place in envelope (about 41 individual strips of buff
       cardstock each with one learning target printed on it).

      Run one sheet of the Knowledge Learning Targets page on grey 110 lb. cardstock. Cut
       them up and place only one grey card in the envelope.

      Run one sheet of the Reasoning Learning Targets page on blue 110 lb. cardstock. Cut
       them up and place only one blue card in the envelope.

      Run one sheet of the Performance Skill Learning Targets page on green 110 lb.
       cardstock. Cut them up and place only one green card in the envelope.

      Run one sheet of the Product Learning Targets page on yellow 110 lb. cardstock. Cut
       them up and place only one yellow card in the envelope.

      It may help participants if you paperclip the grey, blue, green, and yellow cards together
       and use a bulldog clip for the buff learning targets.

Feel free to replace some of all of the learning target examples with those from your own
curriculum. If you do, we recommend that you only use those targets that don’t need much or
any “unpacking,” so that it is fairly clear what kind of learning target it is. The exception is
learning targets that begin with the verb “understands.” If your curriculum has an abundance of
those, use them. Participants will get into good discussions about whether “understands” calls
for knowledge-level understanding or something deeper, generally defined in terms of reasoning
processes.
Understands the technique of                Increases and decreases numbers by
foreshadowing in mysteries                  multiples of 10, 100, and 1000


Understands the relationship between        Understands the concepts of absolute
fractions and decimals                      and relative errors in measurement


Knows that plants and animals need          Uses the inverse relationships of
certain resources for energy and growth     multiplication and division to build
(e.g., food, water, light, air)             fact families


Selects appropriate instruments to          Identifies elements of music: melody,
measure length, weight, temperature,        harmony, rhythm, pitch, form, tone
and volume                                  quality


Understands factors that influenced         Knows that the pitch of a sound
political conditions in China after World   depends on the frequency of the
War II                                      vibration producing it


Sets personal fitness goals                 Formulates testable questions


Plans and conducts a simple                 Understands connotations and
investigation                               multiple meanings of words


Uses effective transitions between          Establishes relationships based on
paragraphs                                  evidence and logical argument (e.g.,
                                            provides causes for effects)


Constructs a pictograph to represent        Substantiates main points with
information                                 examples, facts, and anecdotes


Understands the uses of listservs, usenet   Uses a spread sheet to update, add,
newsreaders, and bulletin board             and delete data, and to write and
systems                                     execute valid formulas on data


Knows how to measure                        Uses visual structures and functions
cardiorespiratory fitness                   of art to communicate ideas
Knows ways to avoid, recognize, and         Understands how the processes of
respond to negative social influences       photosynthesis and respiration in
and pressure to use alcohol, tobacco, or    plants transfer energy from the Sun to
other drugs (e.g., refusal skills, self-    living systems
control)


Understands how to interpret a bar          Solves problems using rate as a
graph                                       measure (e.g., velocity, acceleration)


Understands the concept of diversity        Composes a short music composition


Sight-reads rudimentary                     Reads aloud with fluency and
melodic/rhythmic patterns                   expression


Dribbles to keep the ball away from an      Uses ensemble skills (e.g., balance,
opponent; passes and receives on the        intonation, rhythmic unity) when
move                                        performing as a part of a group


Participates in civic discussion with the   Uses simple equipment and tools to
aim of solving current problems             gather data


Demonstrates relationship and               Pronounces words correctly in
interactive responsibilities of the         Spanish: vowel/consonant sounds;
artist/performer and audience               dipthongs


Writes a clear, well-developed thesis       Produces maps, charts, and graphs to
statement                                   scale


Understands the major arguments for         Constructs a museum-type display to
and against representative government       explain an historical event
as distinguished from direct popular
rule


Memorizes and reproduces extended           Uses kinesthetic awareness,
movement sequences and rhythmic             concentration, and focus in
patterns                                    performing movement skills
 Knowledge Learning Targets                  Knowledge Learning Targets
The facts and concepts we want students to   The facts and concepts we want students to
know                                         know
    Some to be learned outright               Some to be learned outright
    Some via reference                        Some via reference


 Knowledge Learning Targets                  Knowledge Learning Targets
The facts and concepts we want students to   The facts and concepts we want students to
know                                         know
    Some to be learned outright               Some to be learned outright
    Some via reference                        Some via reference


 Knowledge Learning Targets                  Knowledge Learning Targets
The facts and concepts we want students to   The facts and concepts we want students to
know                                         know
    Some to be learned outright               Some to be learned outright
    Some via reference                        Some via reference


 Knowledge Learning Targets                  Knowledge Learning Targets
The facts and concepts we want students to   The facts and concepts we want students to
know                                         know
    Some to be learned outright               Some to be learned outright
    Some via reference                        Some via reference


 Knowledge Learning Targets                  Knowledge Learning Targets
The facts and concepts we want students to   The facts and concepts we want students to
know                                         know
    Some to be learned outright               Some to be learned outright
    Some via reference                        Some via reference
  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge


  Reasoning Learning Targets                Reasoning Learning Targets
The mental processes we want students to   The mental processes we want students to
engage in—the use of knowledge             engage in—the use of knowledge
         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Performances that must be demonstrated and   Performances that must be demonstrated and
observed—heard or seen—to be assessed        observed—heard or seen—to be assessed


         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Learning that must be observed—heard or      Learning that must be observed—heard or
seen—to be assessed                          seen—to be assessed


         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Learning that must be observed—heard or      Learning that must be observed—heard or
seen—to be assessed                          seen—to be assessed


         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Learning that must be observed—heard or      Learning that must be observed—heard or
seen—to be assessed                          seen—to be assessed


         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Learning that must be observed—heard or      Learning that must be observed—heard or
seen—to be assessed                          seen—to be assessed


         Performance Skill                           Performance Skill
         Learning Targets                            Learning Targets
Learning that must be observed—heard or      Learning that must be observed—heard or
seen—to be assessed                          seen—to be assessed
    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning


    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning


    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning


    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning


    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning


    Product Learning Targets                            Product Learning Targets
Using knowledge, reasoning, and skills to create     Using knowledge, reasoning, and skills to
a product, where creating the object itself is the   create a product, where creating the object
focus of the learning                                itself is the focus of the learning

								
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