What+Will+Students+Learn?

Thoughts about Chapter 1.

Significant research has shown that the [|setting] and communication of **learning objectives** improves student learning. When coupled with proper assessment systems, the gains are some of the [|most significant] of any type of improvement strategy measured. The basic concept is to provide learning targets for students as well as meaningful feedback ([|formative assessment] ) for their progress towards those targets. This encompasses the first two questions of PLC. Chapter 1 of the text focuses primarily on the use of technology for setting and communicating learning objects.

The examples provided in the chapter are not new concepts in education but rather encourage greater efficiency when working with learning objectives. This is the use of technology for doing old things in new ways but because of the tremendous value in working with objectives, it well worth the space in the book.

It is suggested that learning objectives be 1) specific but flexible, 2) personalized, 3) effectively communicated, and 4) contracted at times for each student.

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 * Blogs** are one example from the chapter that allow a teacher to achieve all four of these recommendations. For objectives to be specific but flexible, the teacher begins with goal setting but then reworks expectations based upon diagnostic assessments. Perhaps starting with every student posting to a blog (or other online discussion tool) which exposes prior knowledge or misconceptions. From that information, learning objectives may need to be modified. Blogging allows for personalization of objectives by giving students some creative control over specific content used as examples or support within their writing. For instance, a question like "What is the greatest challenge that we face in the next 50 years and how can science be used to overcome that challenge?", would allow students to pursue personal issues while achieving learning goals associated with the nature of science. Blogs would allow for teachers to post objectives for both students and parents. Also, with increasing flexibility in integrating widgets, images, and video into blogs, teachers can communicate greater depth associated with those objectives. A quick video captured with iSight and then placed into the blog would potentially communicate more than a list of objectives. Lastly, a blog allows teachers to interact over time with students and potentially create an environment where success looks different for different students. Assuming a teacher using blogging with students would have access to each student's email, they could then send modified instructions to each student or groups of students based upon information gathered through formative assessments along the way. In essence, working to contract with each student to define success in meeting those objectives.