My takeaways:
-*The most effective teaching and the most meaningful student learning happen when teachers design the right learning target for today's lesson and use it along with their students to aim for and assess understanding."
-"A learning target is not an instructional objective."
-"Learning targets, as their name implies, guide learning."
-"Learning targets are student- friendly descriptions-via words, picture actions, or some combination of the three- of what you intend students to learn or accomplish in a given lesson."
-"When students, aim for learning targets during today's lesson, they become engaged and empowered. They are better able to: Compare where they are with where they need to go, set specific goals for what they will accomplish, choose effective strategies to achieve those goals, and assess and adjust what they are doing to get there as they are doing it."
-"The learning target for today's lesson depends on logical and sequential planning based on long- term and short-term goals and on what students already know and can do. The crucial questions become:
-What did students learn in yesterday's lesson?
-How well did they learn it?
-Where are they confused?
-What can they use meaningully?
-Where is their learning heading in upcoming lessons?
A lesson should never ask students to do more of the same. Each lesson should have a specific purpose- a reason to live."
-"One of the most effective steps we can take to close the achievement gap is to teach all students how to self- assess and give them plenty of feedback as they are doing so."
-"Looking for what students are actually doing during today's lesson is like using a close-up lens. These data yield a detailed view of what happens during a particular lesson in a particular classroom to pinpoint what is working in the lesson- and what is not- for a particular student or group of students."
-"...an effective learning target helps students hop onto the learning trajectory."
-"We are learning to..." "I can..."
-"It is what students actively think about- what their minds are on, rather than what their hands are on- that determines active engagement."
-"...a lesson should never ask students to do more of the same. Lessons should continually challenge students to set, aim for, and reach short- term goals that progressively take them to long- term outcomes."
-"A learning target is not an instructional objective."
-"Learning targets, as their name implies, guide learning."
-"Learning targets are student- friendly descriptions-via words, picture actions, or some combination of the three- of what you intend students to learn or accomplish in a given lesson."
-"When students, aim for learning targets during today's lesson, they become engaged and empowered. They are better able to: Compare where they are with where they need to go, set specific goals for what they will accomplish, choose effective strategies to achieve those goals, and assess and adjust what they are doing to get there as they are doing it."
-"The learning target for today's lesson depends on logical and sequential planning based on long- term and short-term goals and on what students already know and can do. The crucial questions become:
-What did students learn in yesterday's lesson?
-How well did they learn it?
-Where are they confused?
-What can they use meaningully?
-Where is their learning heading in upcoming lessons?
A lesson should never ask students to do more of the same. Each lesson should have a specific purpose- a reason to live."
-"One of the most effective steps we can take to close the achievement gap is to teach all students how to self- assess and give them plenty of feedback as they are doing so."
-"Looking for what students are actually doing during today's lesson is like using a close-up lens. These data yield a detailed view of what happens during a particular lesson in a particular classroom to pinpoint what is working in the lesson- and what is not- for a particular student or group of students."
-"...an effective learning target helps students hop onto the learning trajectory."
-"We are learning to..." "I can..."
-"It is what students actively think about- what their minds are on, rather than what their hands are on- that determines active engagement."
-"...a lesson should never ask students to do more of the same. Lessons should continually challenge students to set, aim for, and reach short- term goals that progressively take them to long- term outcomes."
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