Today’s Learning Targets:

● I can understand
and reflect on my
primary will driver.
What's your
driver...

3
If you chose mostly...

a’s - your primary will driver is most likely mastery

b’s - your primary will driver is most likely purpose

c’s - your primary will driver is most likely

autonomy

d’s - your primary will driver is most likely 4

 What are the characteristics of your
primary will driver?
?
Characteristics
that might not
align with your
view of yourself

Highlight
characteristics
that describe you.
 dPLC
1. Each member
share the
characteristics of
their driver from
the reading

1. Discuss: How
does this impact
the work of our
department?
 4 Corners

1. What’s most important

about your driver for
others to know when
working with you?

7
Mel and em

SRG
SBG

SBG versus SRG

Today’s Learning Targets:

● I can explain and

classify types of
standard learning
targets.
Difference?
Daily Learning Targets-what you want the kids
to be able to do by the end of the period that
day.

Standard Learning Targets-

reflects
the ultimate learning desired
Reading of Chappuis
Read pages 42-44
Purpose for Reading: to have an
understanding of the 5
Standard Learning Target types
in order to classify content
standards/focus components.
Types of Standard Learning Targets
Knowledge
Reasoning
Skill
Product
Disposition
Knowledge of Standard LTs
Factual knowledge, procedural knowledge, and conceptual
understandings that underpin each academic discipline
● Explain ● Match
● Understand ● Choose
● Describe ● Recall
● Tell ● Recognize
● Name ● Select
● List
● Define
● Label
 Reasoning Standard LTs
Specify the thought processes students are to learn to apply
effectively within a range of subjects
Infer
Analyze
Compare
Classify
Evaluate
Synthesize
 Skills Standard LTs
Real-time demonstration or physical performance is at the
heart of the learning
● Observe ● Assemble
● Focus attention ● Operate
● Listen ● Use
● Perform ● Demonstrate
● Do question ● Measure
● Conduct ● Investigate
● Work ● Model
● Read ● Collect
● Speak ● Dramatize
Product Standard LTs
Specify the creation of a product
● Design
● Create
● Produce
● Develop
● Make
● Write
● Draw
● Represent
● Model
● Construct
Disposition Standard LTs
Reflect attitudes and feeling states-affective goals we hold
for students as byproducts of their educational experience
They have:
● A specific object as their focus
● A positive or negative direction
● Varied levels of intensity from
strong to weak
(chooses to, looks forward to, views
oneself, sees, respects, seek
opportunities to, is curious, enjoys, values, wants
Classify Learning Targets
As a table group discuss
and decide what
category each learning
target belongs to in your
closed sort.
-use your reading as a
resource if needed
Classify Standard Learning Targets
Hook up with a table
next to you and
compare your sorts.
Have a purposeful
academic conversation
about any differences
you find.
Classify Standard Learning Targets Answer Key

Knowledge: 3, 7, 9, 10, 13
Reasoning: 1, 8, 18, 19
Skill: 2, 4, 11, 15, 20, 21
Product: 6, 12, 14
Disposition: 5, 16,17
Break
Step 1: Determine the
standard target type

25
1.
Determine the meaning of words and phrases as
they are used in a text including figurative and
connotative meanings; analyze the impact of
specific word choice on meaning or tone. (RL, RI 6.4)
____ Knowledge ____ Reasoning ____ Performance ____ Product

I do
1.
Explain the powers and limitations of the three
branches of government.
____ Knowledge ____ Reasoning ____ Performance ____ Product

I do
Display numerical data in plots on a
number line, including dot plots,
histograms, and box plots. (6.SBP.4)
____ Knowledge ____ Reasoning ____ Performance ____ Product

We do
Analyze a food journal to determine missing
nutrients in one’s diet.
____ Knowledge ____ Reasoning ____ Performance ____ Product

We do
Students will develop and apply relevant
criteria to evaluate a work of art.
____ Knowledge ____ Reasoning ____ Performance ____ Product

We do
Step 2: Break the standard down into
expected targets
 Determine the meaning of words and phrases as they are used
in a text including figurative and connotative meanings; analyze
the impact of specific word choice on meaning or tone. (RL, RI
6.4)
Knowledge Targets Reasoning Targets

● Determine the meaning of

connotative words and phrases as
they are used in a text.
● Determine the meaning of figurative
words and phrases as they are used
in a text.
● Analyze the impact of specific word
choice on meaning.

I do
● Analyze the impact of specific word
choice on tone.
Explain the powers and limitations of the three
branches of government.

Knowledge Targets Reasoning Targets

● Explain the powers of the

three branches of
government.
● Explain the limitations of the
three branches of
government.

I do
Display numerical data in plots on a number line, including dot
plots, histograms, and box plots. (6.SBP.4)

Knowledge Targets Reasoning Targets Product Targets

We do
Display numerical data in plots on a number line, including dot
plots, histograms, and box plots. (6.SBP.4)

Knowledge Targets Reasoning Targets Product Targets

● Display numerical
data in plots on a
number line.
● Display numerical
data in dot plots.
● Display numerical
data in histograms.
● Display numerical
data in box plots.

We do
Analyze a food journal to determine missing
nutrients in one’s diet
Knowledge Targets Reasoning Targets Product Targets

We do
Analyze a food journal to determine missing
nutrients in one’s diet
Knowledge Targets Reasoning Targets Product Targets

● Analyze a food journal

to determine missing
nutrients in one’s diet

We do
Students will develop and apply relevant
criteria to evaluate a work of art.
Knowledge Targets Reasoning Targets Product Targets

We do
Students will develop and apply relevant
criteria to evaluate a work of art.
Knowledge Targets Reasoning Targets Product Targets

● Develop relevant
criteria to evaluate a
work of art.
● Apply the developed
criteria to evaluate a
work of art.

We do
Put a picture of the template