Download DQ1: Communicating Learning Goals and Feedback

DQ1: Communicating Learning Goals and Feedback
Element 1
Strategies for Providing Clear Learning Goals and Scales
It is important for teachers to clearly articulate the learning goal(s) of a lesson or unit to their students and to
be careful not to confuse them with activities or assignments.
Learning Goals state what students will know or be able to do at the end of a lesson, unit, or semester.
Activities and Assignments are the tasks that students are asked to do to achieve the learning goals.
The format below can be used to assist teachers to convert standards documents into learning goal formats:
Declarative knowledge: Students will understand ________________.
Procedural knowledge: Students will be able to _________________.
When a teacher is familiar with the difference between declarative and procedural knowledge he/she can
begin to use flexible language and phrasing to write their learning goals, for example:
Students will be able to distinguish between and calculate perimeter and area.
Creating Scales or Rubrics for Learning Goals
A scale can be created for each target-learning goal, by articulating a simpler learning goal and a more
complex learning goal that are relative to the target learning goal.
Simpler Learning Goal
Target Learning Goal
Complex Learning Goal
The teacher then places the three statements into a scale as demonstrated in the following:
Score 4.0
More complex learning goal: Students will be able to compare and contrast the process
of mitosis with other cell division processes, such as meiosis.
Score 3.0
Target learning goal: Students will be able to create a diagram showing the process
of mitosis.
Score 2.0
Simpler learning goal: Students will be able to identify accurate statements about the
process of mitosis.
Score 1.0
With help, partial success at score 2.0 content and score 3.0 content
Score 0.0
Even with help, no success
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Copyright © 2012 Learning Sciences International
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Student-Friendly Scales
With the teacher’s assistance, students can convert scales into student-friendly language. The teacher
should explain the various levels of the learning goal (Target, Simpler, Complex). The students can work in
small groups to create their own wording for the various scoring content statements (2.0, 3.0, and 4.0). The
students’ suggestions are then compile by the teacher and rewritten along with the students so that they can
provide feedback.
Individual Student Learning Goals
Students can identify and write a personal learning goal that interests them and is related to the teacheridentified learning goals. Students can state their personal learning goals using the following formats:
When this unit is completed, I will better understand ___________.
When this unit is completed, I will be able to ____________.
Design Question 1 | Element 1
Copyright © 2012 Learning Sciences International
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