We all perceive the world differently. Some of us are aware of a big picture yet get lost in details; others rely on our senses of seeing hearing and touching to make sense of things, while others of us use both. Yet common to all of us is the need to know what we're going to learn and how it fits within our own sense of self.
KUDs, Learning Targets and Scales do just that; they provide the big picture and the details. They are the design tools that insure the educational goals are established along with the specific targets needed to be attained. They articulate to both teachers and learners a sense of place for what we are doing each day, one learning target at a time, and how it fits into the overall educational goal.
KUDs, Learning Targets and Scales do just that; they provide the big picture and the details. They are the design tools that insure the educational goals are established along with the specific targets needed to be attained. They articulate to both teachers and learners a sense of place for what we are doing each day, one learning target at a time, and how it fits into the overall educational goal.
"Nothing in Life is to be feared, it is only to be understood."
"the odds of hitting your target go up dramatically when you aim at it."
"Obstacles are those frightful things you see when you take your eyes off your goal."
Scales
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The format of the learning targets looks like a rubric, yet truly is intended to guide the teacher and learner. It shows a continuum of the progression of skills attained and demonstrated as the student learns from left to right. The boldfaced level 3 represents when a learning target is met.
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Algebra I Unit 1A KUD, Learning Targets and Scales - new - I have significantly rewritten this unit after in-depth study of the CCSS. With Ben Epstein's permission, I have used his standard for area as a model for the distributive property. I find his communication and reasoning very clear.
Algebra I Unit 1B KUD, Learning Targets and Scales - new |