ESTABLISHING

LEARNING TARGETS
Learning Targets
 general statements of what students will know and be able
to do
 written to cover large blocks of instructional time such as a
unit, semester, or year, and indicate in broad terms what
will be emphasized during that time period.
 Goals reflect education philosophies about what is
important.
 Goals provide starting point for more specific learning
objectives.
Learning Targets
 are usually relatively specific statements of student
performance that should be demonstrated at the end of an
instructional unit
 however, the term has been used in many different ways
 Global
Objectives – simply
means Educational Goals

 Instructional
Objectives:
“intended learning outcomes”
 Should be stated in terms of specific, observable, and
measurable student responses.
 Instructional objectives are sometimes referred as
behavioural, performance, or terminal objectives
 S.M.A.R.T.

 Specific

 Measurable

 Attainable/ Achievable
 Reasonable

 Time-bound
Criteria of Specificity of Objectives
 Behavior – specific behavior as indicated by action verbs
 Audience – description of the students who are expected to
demonstrate the behavior
 Criterion – description of the criteria used to indicate
whether the behavior has been demonstrated
 Condition – circumstances, equipment, or materials used
when demonstrating the behaviour
 Instructional Objectives should be written at an
appropriate level of generality – not so narrow that its
take much too long to write and keep track of the
objectives, and not so general that the objectives
provide little guidance for instruction.
Learning Targets
 A system of education that is focused on studying the
student outcomes expected and how these outcomes are
assessed.
Two kinds of Education Standard:
 ContentStandard – what students
should know and be able to do.
 Performance Standard – indicate
the degree to which content
standards have been attained.
Learning Targets
 This is what you communicate to your
students.
 It is different from standards and
learning targets.
 Ideally, the teacher is to make high
standards clear and then in a way that
it is consistent with realistic, yet
challenging expectations.
Learning Targets
 Clearly articulated and public
descriptions of facets or dimensions of
student performance that are used for
judging the level of achievement.
 The key component of criteria is
making your professional judgements
about student performance clear to
others.
How criteria helps the teacher:
 Defines what you mean by “excellent”,
“good”, or “average”
 Communicates instructional goals to
parents
 Communicates to parents, students, and
others what constitutes excellence
 Provides guidelines for making unbiased
and consistent judgements
 Documents how judgements are made
 Helps students evaluate their own work
 Learning Targets

Try
Identify
dimensions of
Categorize
and prioritize
Clearly
define each
Identify Describe
performance
out
excellence dimensions dimensions examples continuums and
refine
 Learning Targets

1. Identify
dimensions of
excellence
 Learning Targets

2. Categorize and
prioritize
dimensions
 Learning Targets

3. Clearly define
each dimensions
 Learning Targets

4. Identify
examples
 Learning Targets

5. Describe
performance
continuums
 Learning Targets

6. Try out and

refine
 Learning Targets

Try
Identify
dimensions of
Categorize
and prioritize
Clearly
define each
Identify Describe
performance
out
excellence dimensions dimensions examples continuums and
refine
 Learning Target:
A statement of student
performance that includes both a
description of what students
should know or be able to do at
the end of a unit or instruction
and as much as possible and
feasible about the criteria for
judging the level of performance
demonstrated.
TYPES OF LEARNING TARGETS (Code Name:
P.A.R.K.S.)
Knowledge –Mastery of substantive subject
content where mastery includes both knowing
and understanding it.
Examples
 Identify metaphors and similes
 Read and write quadratic equations
 Describe the function of a cell membrane
 Know the multiplication tables
 Explain the effects of an acid on a base
 Reasoning – student ability to use knowledge to reason and solve
problems
Examples
 Use statistical methods to describe, analyze, evaluate, and make
decisions.
 Make a prediction based on evidence.
 Examine data/results and propose a meaningful interpretation.
 Distinguish between historical fact and opinion
Skill – student ability to demonstrate
achievement-related skills.

 Measure mass in metric and SI units

 Use simple equipment and tools to gather data
 Read aloud with fluency and expression
 Participates in civic discussions with the aim of solving
current problems
 Dribbles to keep the ball away from an opponent
 Product – student ability to create achievement-
related products The ability to create tangible
products that meet certain standards of quality and
present concrete
Construct a bar graphevidence of academic proficiency.
 Develop a personal health-related fitness plan
 Construct a physical model of an object
 Write a term paper to support a thesis
Affective – student attainment of
affective states
SOURCES OF LEARNING TARGETS
 Bloom’s Taxonomy of Objectives
Varied domains of human-learning
Cognitive
Affective
Psychomotor
 Themore recent adaptation and
redefined work of Bloom is now
labeled Anderson and Krathwohl’s
Taxonomy 2000.
 ProfessionalPreparation – this are the
developments in the understanding of
the teacher through preparation and
experience of knowing what are the
most important facets in learning a
certain subject matter. This also
entails of being updated with the
latest and current through
professional literatures
 Textbooks– together with teacher’s
edition books or manuals provide you
with the necessary objectives for the
subject matter
Three major criteria
Are the objectives stated with clear
descriptions of what students will
know or be able to do following
instructions?
Are the objectives appropriate for the
students?
Do the objectives include most of the
student outcomes?
 Existing List of Objectives – it is also helpful
to review previous objectives listed by
various authors or other sources. A good
source is local level curriculum guides.
 National Standards – the Department of
Education sets their own target based on
the priorities set by the national
government and these targets may slightly
vary as it cascades to the local levels.
CRITERIA FOR SELECTING LEARNING
TARGETS
 Right Number
 Comprehensive
 Reflect School Goals
 Challenging yet Feasible
 Consistent with Current Principles