Running head: FINDING THE TARGET: LEARNING TARGETS IN ACTION

Finding the Target: Learning Targets in Action

Rachel F. Ritacco
University of New England












Finding the Target: Learning Targets in Action


Finding the Target: Learning Targets in Action
Teachers have always set academic goals and objectives for their lessons and thematic
units. With student engagement, motivation and self-regulation being a common problem seen in
todays classrooms, educators need to rethink the mode in which they operate. The delivery of
instruction needs to change to reflect the population of students that it services. Instructional
goals and over-arching objectives should no longer be a mystery for students but rather the
students should be an integral part in setting their own path for their academic journey. In
tandem, students and teachers should develop learning targets for every lesson and establish a
clear indicator for students to gage mastery. This self-regulated learning will challenge educators
to differentiate through a focused, effective progression of lessons that will lead students to hit
their learning target. By making students part of this process you empower the learner to evaluate
their progress and inspire them to learn deeper.
As much as educators have tried to create instruction that was student-centered, without
allowing students to take an active role in the identification of what they must know, understand
and do, students were learning blindly. To restore vision to the learner, learning targets should be
developed as a collaborative effort for each lesson. This makes it clear to students not only what
particular content students should learn but also to what extent their teacher expects them to
learn and how they shall demonstrate their learning (Moss, C.M. et al., 2011). Since this
objective is designed for the student, it should be written in their point of view and worded in
student friendly language (Moss, C.M. et al., 2011). These targets are often are written in
statements that start with the phrase I can (Dobbertin, C., 2012). Standards-based, over arching
objectives should help focus the instructional path; however, supporting targets as Dobbertin,
C. (2012) refers to them help focus the learner for the immediate task at hand. For instance, if a
Finding the Target: Learning Targets in Action


standard states that students should be able to demonstrate the adding of fractions, a learning
target for a particular lesson may read: I can add fractions with like denominators (Dobbertin,
C., 2012). Before any learning takes place, students should be able to articulate clearly what
they must know, understand, and do.
Since every student is different, it would be a disservice to their unique skill set to
require all students to meet the mastery of a learning target in the same manner. Teachers who
have made goal setting commonplace in their classroom tend to quickly identify students who
need help and are able to engage them in specific learning activities that will help them reach
the target (WestEd, 2010). In Just How I Need to Learn It, Dobbertin, C. (2012) describes how
consistent learning targets can be developed with a variety of differentiated activities for the
diverse learners in a classroom. Pre-assessment results should be used to identify a focused
instructional path for individual students. When teachers use this data and design instruction
based on learning targets, there is a guarantee that the outcome is rigorous learning for all
students (Dobbertin, C., 2012). Additionally, Dobbertin, C. (2012) went on to boldly say that
instruction that employs learning targets that are developed in harmony with differentiation
ensures equity and access in heterogeneous classrooms. Therefore, all students are
successful learners.
When created properly, learning targets should have clear indicators for students to
assess their progress towards a goal. WestEd (2010) states that research indicates dramatic
achievement gains are the results of a well-defined progression of learning targets coupled
with immediate and corrective feedback. ONeil (2007) agrees with the sentiment and adds that
Finding the Target: Learning Targets in Action


students who understand their learning targets, are engaged in the ongoing assessment process,
and receive quality feedback dramatically improve their achievement. Students need to know
exactly what mastery looks like. When developing learning targets, indicators of mastery or
look fors should also be defined. An effective way of collaborating with students would be to
develop a rubric that maps out the criteria for various levels of quality or mastery (Moss, C.M. et
al., 2011). Formative assessments can be used to give students measurable data to evaluate their
mastery. WestEd (2010) states that by having the feedback from frequent formative assessments
helps students become more involved in setting their own learning goals and assessing their
progress. When students track their progress, they are motivated and cognizant of whether they
need additional practice, more scaffolding, or seek a challenge (Dobbertin, C., 2012). Another
powerful indicator of success stems from before and after recording. When students see their
baseline, they are more likely to celebrate their success and recognize the hard work that led
them to mastery (Rose, R. et al., 1999).
Moss, C.M. et al. (2011) states that without setting learning targets, students will be more
concerned about meeting the teachers expectation than to have authentic learning take place.
The motivation to learn more is often a side effect of instruction administered with learning
targets. Moss, C.M. et al. (2011) dispels the falsehood that when teachers provide their students
with information upfront those students will become disinterested in learning more. In fact, the
opposite is true. Having students become active in their learning produces lifelong learners that
are curious and seek more information about a topic so that they can layer new information onto
what they already know (WestEd, 2010). In the research conducted by O'Neill, J. (2007), the
positive outcomes of goal setting include a marked increase in student commitment to trying
harder and that teachers are able to critique and challenge the students in ways beyond what they
Finding the Target: Learning Targets in Action


had in the past. In the eve of major curriculum overhauling to align with the national Common
Core Curriculum Standards, learning targets can be seen as an answer deepening students
conceptual understanding.
It is evident that setting a well defined path for learning yields positive results. Although
the work that teachers must put in upfront to plan the learning targets, indicators of mastery and
differentiated learning opportunities could be taxing, seeing students succeeding as self-
motivated learners is reward enough. Additionally, Dobbertin, C. (2012) reports that learning
targeted instruction yields more students succeeding initially and teachers having built-in
opportunities to deploy all learners support and challenges. This proactive approach to learning
will reduce the amount of students requiring intervention in the future (Dobbertin, C., 2012).
The intrapersonal skills that are enhanced by the learning target and goal setting process
open doors for a students future. When the mystery of the direction a lesson will take is
removed from the classroom, the only mystery that is left is how proud are you capable of being
of your students success.






Finding the Target: Learning Targets in Action


Reference
Dobbertin, C. (2012). Just how I need to learn it. Educational Leadership, 69 (n5), p66-70.
Moss, C.M., Brookhart, S.M., & Long, B.A. (2011). Knowing your learning target. Educational
Leadership, v68 (n6), p66-69.
O'Neill, J. (2007). Teachers learn to set goals with students: cooperative process brings
wisconsin school to new heights of innovation and success. Journal of Staff Development,
v25 (n3), p32-37.
Rose, Richard et al. (1999). Pupils with severe learning difficulties as personal target setters.
Brittish Journal of Special Education,v26 (n4), p206-212.
WestEd. (2010). Formative assessment: not just another test. R&D Alert, v 11 (n2), p 16-19.