Talk:Jessica Mascle: Designing Effective Learning Targets for US History and Government

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Instructor's comments on your instructional analysis and objectives -- Jz833665 15:09, 18 October 2009 (EDT)

Jessica, you're working on this topic of learning targets from a very interesting angle!

I'm not sure I'm with you in thinking about the focus/scope of this mini-course. It seems that this mini-course will approach learning targets/objectives through an integration of multiple layers:

  • How to decide/identify
  • How to communicate
  • How to monitor and feedback on the progress
  • How to to assess

Integrated thinking across these issues will greatly help teachers in developing coherent and effective teaching.

Re. Your objectives

2. I can decide if my Supporting Learning Targets should be derived from the NY State performance indicators or from History Alive's! essential questions.

This is a highly contextual statement and readers in general will not be able to understand what this means. Can you unpack it as far as possible?

3. I can write and implement learning targets that have appropriate verbs.

"write" with "appropriate verbs" makes sense. "implement" is a much more complex and challenging objective.

3. I can classify my Long-Term and Supporting Learning Targets as knowledge target, reasoning target, skill target, and/or product target.

Do you want to use terms from the Gagne text for these different types of objectives?

4. I can match the type of targets with the appropriate assessment type.

This is a great aspect!

5. I can be explicit about learning targets while teaching.

What do you mean? explicit to yourself/Principal/Students?

6. I can report grades in a proficiency based assessment system. Pre Requisite Skills: Participants in this course are to be familiar with proficiency-based grading.

You won't teach this system, will you? If this is right, you may not need to identify this as an outcome of your mini-course.

Instructor's comments on your ICMs -- Jz833665 22:13, 27 October 2009 (EDT)

Your ICM gives your clear sense of how this mini-course will be worked out. Great.

Three issues for your to consider:

(a) Connections: Can you draw lines to show how these objectives connect to and build on to each other? This is important for you to envision the sequence of learning.

(b) Explicate core knowledge/skill components: You may want to think more deeply about key ideas/principles this course will convey. For example, when you list course-long, unit-long, lesson-based targets, a key concept/understanding behind is that learning targets can be considered at different levels and these levels synergize with each other, so that each unit/lesson builds on the past ones and give rise to the latter ones (continuity of learning experience).

(c) Define entry level skills: Do you expect your participants to be able to understand NYS standards, so that you won't need to teach them?

Having trouble adding arrows -- Jessica Mascle 05:17, 8 November 2009 (EST)

Hi Proff., I just wanted you to know that I cannot, for the life of me, figure out out how to add arrows in my ICM. I used the Inspiration program to create the document, as suggested by another student. Do you know how by any chance?