Chapter+3

Learning target(s) this selection addresses:
 * Title of Selection: Clear Targets
 * Explain the connection between clear targets and assessment quality.
 * Classify learning targets by type.
 * Determine whether your learning targets are clear to you and to students.
 * Clarify and deconstruct learning targets as needed.
 * Create student-friendly versions of learning targets as needed. ||

The area in which I gained the most knowledge in this chapter was Figure 3.2: Learning Target Types. This chart gives descriptive definitions for each “target”. These targets are all areas I need to improve in. They will be very helpful when I make my lesson plans for the 2012-2013 school year.
 * What this selection illustrates about my learning/why I chose this selection:**
 * Knowledge Targets- “They represent factual information, procedural knowledge, and conceptual understandings that underpin each discipline.”
 * Reasoning Targets- “They specify thought processes students are to learn to do well within a range of subjects.”
 * Skills Targets- “They are those where a demonstration or physical skill-based performance is at the heart of the learning.”
 * Product Targets- “They describe learning in terms of artifacts where creation of a product is the focus of the learning target.”
 * Disposition Targets- “They refer to attitudes, motivations, and interests that affect students’ approaches to learning. They represent important affective goals we hold for students as a byproduct of their educational experience.”
 * Knowledge || “They represent factual information, procedural knowledge, and conceptual understandings that underpin each discipline.” ||
 * Reasoning || “They specify thought processes students are to learn to do well within a range of subjects.” ||
 * Skills || “They are those where a demonstration or physical skill-based performance is at the heart of the learning.” ||
 * Product || “They describe learning in terms of artifacts where creation of a product is the focus of the learning target.” ||
 * Disposition || “They refer to attitudes, motivations, and interests that affect students’ approaches to learning. They represent important affective goals we hold for students as a byproduct of their educational experience.” ||