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In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson-what they call "today's lesson"-or it doesn't happen at all.
Table of Contents
|Introduction: Why Should We Pursue Learning Targets?||p. 1|
|Learning Targets: A Theory of Action||p. 7|
|How to Design Learning Targets||p. 28|
|Sharing Learning Targets with Students||p. 41|
|Using Learning Targets to Feed Learning Forward||p. 61|
|Developing Assessment-Capable Students||p. 79|
|Using Learning Targets to Differentiate Instruction||p. 94|
|Using Learning Targets to Foster Higher-Order Thinking||p. 114|
|Using Learning Targets to Guide Summative Assessment and Grading||p. 132|
|A Learning Target Theory of Action and Educational Leadership: Building a Culture of Evidence||p. 147|
|Download Instructions||p. 163|
|Understanding Learning Targets||p. 164|
|Learning Target Classroom Walk-Through Guide||p. 168|
|Learning Target Lesson-Planning Process Guide||p. 174|
|Teacher Self-Assessment Targets and Look-Fors Guide||p. 184|
|Student Self-Assessment and Intentional Learning Guide||p. 196|
|No More "Garbage In, Garbage Out": Understanding Connections Among Instruction, Assessment, and Grading||p. 197|
|About the Authors||p. 219|
|Table of Contents provided by Ingram. All Rights Reserved.|