Learning Goals

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LEARNING GOALS
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Growing Success defines learning goals as:
“Brief statements that describe for a student what he or she should know and be able to do by the end of a period of instruction (e.g., a lesson, series of lessons, or subtasks). The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum expectations.

On page 33, Growing Success states the following regarding the development of learning goals:
“Assessment For learning and As learning requires that students and teachers share a common understanding of what is being learned. Learning goals clearly identify what students are expected to know and be able to do, in language that students can readily understand. Teachers develop learning goals based on the curriculum expectations and share them with students at or near the beginning of a cycle of learning. Teachers and students come to a common understanding of the learning goals through discussion and clarification during instruction.”

Although not explicitly defined in Growing Success, it can be helpful to think of learning goals in two ways and make planning more manageable:

  • Course or unit long learning goals; and 
  • Period of instruction learning goals.

Course or Unit Long Learning Goals

Course or unit long learning goals are:

  • The overall expectations translated into student friendly language.
  • Brief statements that describe what a student should be able to know and do by the end of a unit of learning.
  • Statements shared between teachers and students to develop a common understanding of actions in order to be successful.
  • Statements that guide the teaching and learning of the unit.

Course or unit long learning goals are shared either:

  • At the beginning of a unit.
  • Throughout a cycle of learning or unit.
  • Or the learning goals can be “uncovered” by students through an inquiry approach to learning.

How are course or unit long learning goals created?
Learning goals are created by deconstructing each overall expectation into what students have to do (skills) and what they need to know (content). The following graphic organizer may be helpful to guide your reflection and organize your thoughts:

 

Select an overall expectation.
Create a t-chart and deconstruct the overall expectation into what students are expected to do (skills) and what students are expected to know (content). We can identify the “do” as verbs and the “know” as the content.DOKNOW






From the t-chart, we can write the learning goal. It is helpful to write the learning goal using the following format:
We are learning to (insert know/do) so we can (the why). Sometimes the ‘so we can’ is in the overall expectation and sometimes it is inferred and needs to be articulated.

Let’s try an example:

Select an overall expectation.Grade 4 Writing
Overall Expectation 2:
Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.
Create a t-chart and deconstruct the overall expectation into what students are expected to do (skills) and what students are expected to know (content). We can identify the “do” as verbs and the “know” as the content.DOKNOW
• Draft
• Revise
• Use
Variety of literary, informational, graphic forms
From the t-chart, we can write the learning goal. It is helpful to write the learning goal using the following format:
We are learning to (insert know/do) so we can (the why). Sometimes the ‘so we can’ is in the overall expectation and sometimes it is inferred and needs to be articulated.
We are learning to use a variety of forms and stylistic elements so we can draft and revise our writing appropriate for the purpose and audience.

» Please click here to download the graphic organizer above.

Period of Instruction Learning Goals

Period of instruction learning goals are:

  • The actions students will do as they work towards achieving the overall course or unit long learning goal. 
  • Developed after the overall course long learning goals and are developed based on the specific expectations. It is important to note that the teacher decides the length of the periods of instruction which could be one lesson, a series of lessons or a mini unit within the longer unit or course. 
  • Written in student friendly language and shared with students.

Period of instruction learning goals are shared either:

  • At the beginning of a lesson.
  • Or the learning goals can be “uncovered” by students through an inquiry approach to learning.

How are period of instruction learning goals created?
Period of instruction learning goals are based on a specific expectation, or a cluster of specific expectations, and forming them into actionable things students need to do or know to be successful at the overall course or unit long learning goal. The following graphic organizer may be helpful to guide your reflection and organize your thoughts:

Reconsider the overall course long learning goal and reflect on what specifically do students need to do or know to achieve this goal.
With the specific dos and knows in mind consider the specific expectations.

Period of instruction goals become the specific things students need to do or know to be successful at the overall course long learning goal.
Word the period of instruction goal in student friendly language. The period of instruction learning goals are worded in the same way as the overall course long learning goal:

We are learning to (insert know/do) so we can (the why).

Let’s consider an example:

Reconsider the overall course long learning goal and reflect on what specifically do students need to do or know to achieve this goal.Overall expectation from the curriculum:
Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Overall course long learning goal:
We are learning to use a variety of forms and stylistic elements so we can draft and revise our writing appropriate for the purpose and audience.
With the specific dos and knows in mind consider the specific expectations.

Period of instruction goals become the specific things students need to do or know to be successful at the overall course long learning goal.		Preparing for revision:
2.6 Identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features (e.g., logical organization, depth of content).

Revision:
2.7 Make revisions to improve the content, clarity, and interest of their written work, using several types of strategies.

Producing drafts:
2.8 Produced revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style and use of conventions.
Word the period of instruction goal in student friendly language. The period of instruction learning goals are worded in the same way as the overall course long learning goal:

We are learning to (insert know/do) so we can (the why).		Period of instruction learning goal
We are learning to draft and revise our writing so we communicate effectively for the audience.

» Please click here to download the graphic organizer above.