How learning targets 'power up' student learning in physical education

 A change that occurred since I started teaching 'in the 80's' is the shift from teacher objectives for student learning to student achievement standards or outcomes that determine the learning targets progressively along the continuum of achievement outlined by the curriculum framework. 

In their book "Learning Targets: Helping Students Aim for Understanding in Today's Lesson," Moss and Brookhart (2012) explained that a learning target is the "engine" that drives student achievement. They argued that for students to be successful, they must have a clear, shared understanding of what they are learning during the actual lesson.  Without a clear understanding of the lesson's goal students are "flying blind," arguably focusing on completing tasks rather than coming to understand and master content.

A critical distinction in the book is that objectives are for teachers (planning) while targets are for students (doing).

Learning targets function best when coupled with a "performance of understanding"; that is, a learning experience where students use the target and produce evidence of their progress. There is thus a connection between the learning target and the student achievement standard (or student learning outcome).

Curriculum planning therefore starts with an examination of each student achievement standard statement. These are the type of questions that I have used when helping faculties/departments/teaching teams design ‘backwards’ from students learning standard expectations:

Ø  * How long does it take to fully develop this understanding or master this skill?

Ø  *What assumed or prerequisite knowledge, understanding and skills are needed leading into the development of the standard/outcome?

Ø  *What knowledge, skills and understanding will students need to be able to provide evidence of being at standard / consistently being able to produce the ‘outcome’? 

Ø  *What needs to be taught and in what order to best prepare the students to progress to standard / to be able to demonstrate the outcome?

Ø  *What evidence of student learning can guide student progress towards standard / the outcome and guide progressive lesson development? How can that evidence best be gathered?

The following diagram outlines the logical of thinking when designing school curriculum 'backwards'  from the student achievement standard or outcome statement.

Planning by design flow chart

 

Understanding the expected 'what' of student knowledge, skills and understandings (the noun phrase) and the 'how demonstrated' (the verb phrase) enables a teacher to determine appropriate student learning targets and 'measurement' (assessment) tools. 

A strong learning target allows a student to answer:

What will I be able to do when I've finished this lesson?

What idea, topic, or subject is important for me to learn and understand so that I can do this?

How will I show that I can do this, and how well will I have to do it?

Thus, every effective learning target must address three questions for the student:

• What am I learning today? (The content/concept)
• Why am I learning it? (The purpose/context)
• How will I know I've learned it? (The evidence/performance)

 Moss and Brookhart (2012) suggested that a specific sequence explains how learning 'power up' student potential for learning:

1. The teacher provides a clear target.
2. The student internalises that target.
3. The student uses the target to self-regulate their learning.
4. Achievement increases because the student is no longer guessing what the teacher wants.

Point 4 in the sequence is important. If students don;t know what to work towards they can't work towards; certainly, not independenetly or in a self-regulated way.

Konrad et al. (2014) built upon the ideas of Moss and Brookhart, focusing on how learning targets act as an intervention for diverse learners, including those with learning needs. Connecting learning targets to Understanding by Designlearning principles, Konrad et al. (2014) explained that teachers must: 

Ø  Provide the target visually and explain it verbally (and in the context of physical education, it may need to be shown [demonstrated]). 

Ø  ØProvide multiple means of action/expression of the target: That is, while the target remains the same for all students, the way an indvidual may show they met it can be differentiated (e.g., doing, writing, speaking, or drawing).

Konrad and colleagues recommended the SMART goal framework specifically for classroom learning targets:

              Specific: Is it focused on one skill or concept?

              Measurable: Can the teacher and student see evidence of success?

              Attainable: Is it realistic for the students to reach in one lesson?

              Relevant: Does it connect to the bigger unit goal?

              Time-bound: Is it focused on "today's" learning?

This clarity is especially relevant for students with interventions such as personal learning plans as it: 1. Reduces Cognitive Load: When the goal is clear, students don't waste brainpower trying to figure out what they are supposed to be doing. 2.Increases Self-Efficacy: When a student hits a clear, small target, it builds the confidence needed to tackle the next one. 3. Encourages Self-Monitoring: Students can check their own work against the target, which is a vital skill for independent learning.

 An example for secondary (high school) physical education:

This lesson plan is designed for an Australian football-AFL lesson using the learning targets model. It shifts the focus from "doing an activity" to "aiming for a learning target."

The "Finding Free Grass" Session

Topic: Offensive Transition & Spacing

Year 9-10 Physical Education

Achievement Standard Statement: Students apply movement concepts in challenging or unfamiliar situations (ACHPE Year 10).

The Learning Target (The "What")

"I can identify and move into 'open grass' (unoccupied space) to provide a safe passing option for my teammate under pressure to dispose of the ball."

The Purpose (The "Why" as an ‘if-then-because’ statement)

In a game, the defense tries to 'congest' the space around the ball and in front of the player. If teammates all stand near the ball, the defender's job is easy. By finding the 'free grass,' we stretch (space-out) the defense and therefore make it easier to move the ball toward our goal."

The Task: "The 4-Square Transition Game"

• Setup: Divide a large rectangular area into four equal quadrants.
• The Game: 6 vs. 6.
• The Performance: To score a point, the ball must be kicked into a different quadrant than where the play started.
• Constraint: Only 2 attacking players are allowed in any one quadrant at a time.

Student Performance of Understanding (The "How")

To know if I (student) have met the target, I can check myself against these three points:

1. Scanning: I am looking to see where the defenders are not standing.
2. Timing: I lead into the "open grass" (where the defenders are not standing) as my teammate looks to kick.
3. Communication: I am using a visual cue (raised hand) and a verbal cue (e.g., "open side!") to signal I am moving to the “free grass”.

Student Self-Assessment: Before leaving the task students respond to the questions:

• On a scale of 1-5, how effectively did achieve the target of finding “free grass” today?
• What was one specific cue that told you a “free grass” space was available or about to open up that you could lead into?

 Thanks for stopping by and reading this post. If you would like to connect with me about a project to do with this blog or any of the other ideas that I have blogged about, you can contact me by the email link available here 

Related posts

Essential features of a standards or outcomes based program here

What is a quality Health and Physical Education Program? here

How do we desugn our PE programs? here

References

Konrad, M., Keesey, S., Ressa, V. A., Alexeeff, M., Chan, P. E., & Peters, M. T. (2014). Setting clear learning targets to guide instruction for all students. Intervention in School and Clinic, 50(2), 76-85.

Moss, C. M., Brookhart, S. M., & Long, B. A. (2011). Knowing your learning target. Educational Leadership, 68(6), 66-69.

Moss, C. M., & Brookhart, S. M. (2012). Learning targets: Helping students aim for understanding in today's lesson. ASCD.