LEADER 03776nam 2200721Ia 450 001 9910452719003321 005 20200520144314.0 010 $a1-280-88056-2 010 $a9786613721877 010 $a1-4166-1480-X 035 $a(CKB)2550000000111209 035 $a(EBL)956367 035 $a(OCoLC)798795781 035 $a(SSID)ssj0000690879 035 $a(PQKBManifestationID)11396756 035 $a(PQKBTitleCode)TC0000690879 035 $a(PQKBWorkID)10628696 035 $a(PQKB)10919800 035 $a(MiAaPQ)EBC956367 035 $a(WaSeSS)Ind00068445 035 $a(MiAaPQ)EBC5292003 035 $a(Au-PeEL)EBL956367 035 $a(CaPaEBR)ebr10594420 035 $a(CaONFJC)MIL4692682 035 $a(OCoLC)801411087 035 $a(Au-PeEL)EBL5292003 035 $a(CaONFJC)MIL372187 035 $a(OCoLC)1028955065 035 $a(EXLCZ)992550000000111209 100 $a20120222d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning targets$b[electronic resource] $ehelping students aim for understanding in today's lesson /$fConnie M. Moss, Susan M. Brookhart 210 $aAlexandria, VA $cASCD$dc2012 215 $a1 online resource (232 p.) 300 $aDescription based upon print version of record. 311 $a1-4166-1441-9 320 $aIncludes bibliographical references (p. 204-212) and index. 327 $aCover; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; Introduction: Why Should We Pursue Learning Targets?; Chapter 1. Learning Targets: A Theory of Action; Chapter 2. How to Design Learning Targets; Chapter 3. Sharing Learning Targets with Students; Chapter 4. Using Learning Targets to Feed Learning Forward; Chapter 5. Developing Assessment-Capable Students; Chapter 6. Using Learning Targets to Differentiate Instruction; Chapter 7. Using Learning Targets to Foster Higher-Order Thinking; Chapter 8. Using Learning Targets to Guide Summative Assessment and Grading 327 $aChapter 9. A Learning Target Theory of Action and Educational Leadership: Building a Culture of EvidenceAction Tools; Action Tool A: Understanding Learning Targets; Action Tool B: Learning Target Classroom Walk-Through Guide; Action Tool C: Learning Target Lesson-Planning Process Guide; Action Tool D: Teacher Self-Assessment Targets and Look-Fors Guide; Action Tool E: Student Self-Assessment and IntentionalLearning Guide; Action Tool F: No More "Garbage In, Garbage Out": UnderstandingConnections Among Instruction, Assessment, andGrading; Glossary; References; Index; About the Authors 330 $aDrawing on their extensive research and professional learning partnerŽships with schools across the United States, instruction and assessment experts Connie M. Moss and Susan M. Brookhart explain how using student-centered learning targets enables schools to raise student achievement and create a culture of eviŽdence-based, results-oriented practice. This practical guide includes reproducible planning forms to help teachers implement learning targets in their classrooms. 606 $aLesson planning 606 $aEffective teaching 606 $aAcademic achievement 606 $aSchool improvement programs 608 $aElectronic books. 615 0$aLesson planning. 615 0$aEffective teaching. 615 0$aAcademic achievement. 615 0$aSchool improvement programs. 676 $a371.3028 700 $aMoss$b Connie M$0893293 701 $aBrookhart$b Susan M$0915299 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452719003321 996 $aLearning targets$92489311 997 $aUNINA