🎯 Developing Learning Targets

Our work from yesterday…

Essential Questions


Assessment Questions

Questions for us to figure out

The next step is to figure out what a student in your class should be able to do once it’s over. At the end of class, they should be able to say “I can _____” and you should be able to assess that, yes, they can.

I developed 🎯 Learning Targets for this class. Do you remember the 👌 SNAP Learning Target Tracker or the 🐍 Python Learning Target Tracker? Those are assessments.

We need to develop 2-3 short-term learning targets for the students.

🎯 I can…
🎯 I can…
🎯 I can…

Review your Learning Targets from this semester. Which ones do you think could apply to the lesson we are planning? What have I missed?

📝 Assessment

Assessments are evidence. You’re used to seeing them as tests or exit slips, but they’re also reflections, rubrics, conversations, code you submit, drawings…whatever shows a teacher you’ve mastered an idea or a skill.

Any good lesson includes formative assessment that occurs while people are learning and allows you to see where they’re getting confused and need help (or where they are destroying the work and need to pushed harder (👋 pretty much each of you at some point this semester).

Teachers also use summative assessments at the end of a unit, usually comparing students to a baseline or grade standards.

You will only be teaching for one day (at least for now), so you probably won’t be giving a test. BUT – you still need to think about assessment.

Some questions I ask myself:

1⃣ How do I know students are learning while I’m teaching? How do I know where they’re stuck?

2⃣ How many students are meeting my standards? How many are exceeding and need an extension?

3⃣ What can I adjust, right now, based on this information?

4⃣ What’s next?