Sharing Goals for Student Learning

When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning outcomes. Teachers become more effective, students become actively engaged, and they both become intentional learners.
(Moss & Brookhart, 2009)

Big Ideas

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Sharing goals does not mean merely writing the objective on the board or telling students what the objective is in a sentence or two. What is meant by sharing learning targets and criteria for success is that students comprehend what those objectives mean and how it relates to their learning. For the student, both understanding the learning goal and knowing what good work on the assignment looks like is crucial to achievement and progress. It’s not a goal if the student can’t envision it.

In this area, we provide an overview on the importance of sharing goals for student learning by discussing the different components including:
  • Instructional Focus Documents
  • Learning Targets & COLOSO
  • Rubrics
  • The Role of "I Do" in Formative Thinking

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Instructional Focus Documents (IFD)

Overview

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When planning out you instructional goals and targets, we first examine the curriculum and its specificities. Within the TEKS Resource System (TCMPC), each Unit of Study in your curriculum are accompanied with Instructional Focus Documents (IFD). The Instructional Focus Documents are bundled student expectations from the TEKS that are to be taught within each unit of study. In SAISD, we examine each IFD in order to ensure the key understandings, specificities, concepts, and skills are part of our daily instruction.

In this section, we are going to examine the Instructional Focus Document and how it plays a role in the creation of instructional goals and daily targets. Click on the different tabs above to view videos and download information, strategies, and ideas.

Video

Where Can I Find the IFD?

Downloads

The following documents are only available in PDF format and accessible to San Antonio ISD employees only. For inquiries on these documents, please email 21stcenturylearning@saisd.net.

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Learning Targets and COLOSO

Overview

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Learning targets are student‐friendly descriptions—via words, pictures, actions, or some combination of the three—of what you intend students to learn or accomplish in a given lesson…They also serve as targets for the adults in the school whose responsibility it is to plan, monitor, assess, and improve the quality of learning opportunities to raise the achievement of all students. What can be accomplished toward the grade-level standard TODAY? (Brookhart, 2012)

In this section, you will find discussions on instructional objectives, creating daily instructional targets, and how to communicate objectives and targets to students. Click on the different tabs above to view videos and download information, strategies, and ideas.

Video

Content and Language Objectives

Students Unpacking Learning Targets

Dr. Hattie on Setting the Stage

John Hattie on Learning Targets

Downloads

The following documents are only available in PDF format and accessible to San Antonio ISD employees only. For inquiries on these documents, please email 21stcenturylearning@saisd.net.

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Rubrics

Overview

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Dr. Brookhart (2013) defines a rubric as being, "a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria." While the definition is straightforward, the interpretation of what a rubric does and the role it plays within formative assessment varies. Much like a jigsaw puzzle, each piece of a rubric must fit within the big picture of what students are to accomplish cognitively in order to reach their learning targets.

In this section, rubrics are explored through the lens of a formative thinker by defining what is meant by "coherent sets of criteria" and "description of levels of performance." This section also outlines how rubrics can specifically used for sharing goals for student learning through communicating expectations and providing exemplars. Click on the different tabs above to view videos and download information, strategies, and ideas.

Video

Introduction to Rubrics

Brookhart - Effective Rubrics

7 Steps for Creating Rubrics

Downloads

The following documents are only available in PDF format and accessible to San Antonio ISD employees only. For inquiries on these documents, please email 21stcenturylearning@saisd.net.

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The Role of Formative Assessment in the "I Do" Phase of G.R.R.

Overview

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The phase known as "I Do" within the G.R.R. framework allows the teacher to model his or her thinking and understanding of the content for students. Usually brief in nature, focus lessons establish the purpose or intended learning outcome and clue students into the standards they are learning. In addition to the purpose and the teacher model, the focus lesson provides teachers and opportunity to build and/or activate background knowledge. (Fisher & Frey, 2014)

Formative Thinkers prepare this phase of a lesson with a full understanding what students know, what they don't know, and how they are going to reach each of their targets. With the "I Do" phase, there are four elements:
  • Establishing a Purpose (Targets and how they are shared)
  • Modeling
  • Think-Alouds
  • Noticing

This section examines the different elements of the "I Do" phase and how it relates to Formative Assessment. Click on the different tabs above to view videos and download information, strategies, and ideas.

Video

Dr. Fisher Explains the "I Do" Phase

Downloads

The following documents are only available in PDF format and accessible to San Antonio ISD employees only. For inquiries on these documents, please email 21stcenturylearning@saisd.net.

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