Instructional Strategies for Middle and High School

Reference: Larson, B. E. (2023). Preparing learning targets and assessing student learning. In Instructional Strategies for Middle and High School (3rd ed., pp. 52–81). Routledge. APA In-Text Quote: “Daily learning targets are lesson-sized observable and measurable statements of students' learning. The performance expectation, or success criteria, is a concise statement to which students and teachers can refer to assess learning” (Larson, 2023, p. 55). Key Moment: Formative assessment goes far beyond a simple test at the end of a lesson. Instead, it is an ongoing, dynamic process that provides real-time feedback throughout instruction. By framing learning targets as “I can...” statements, we invite students to take ownership of their progress. This approach shifts the focus away from teachers simply grading performance and toward empowering students to monitor their own growth. Ultimately, it creates a more supportive and engaging learning environment where students feel invested in their development. Classroom Practice: Begin each project by sharing an “I can” statement with students such as, “I can use contrast to create a focal point in a composition.” This clear learning goal helps everyone understand what success looks like from the outset. Then, about halfway through class, set aside three minutes for a peer-review check. Using a simple two-criteria rubric, they give and receive feedback, allowing them to make meaningful adjustments before the final submission. This process strengthens their skills while encouraging collaboration and reflection, making the learning experience more engaging and supportive. Critique: Using high-volume performance rubrics every day can quickly become overwhelming for both teachers and students. The process of executing and grading these rubrics often takes up valuable class time and can feel repetitive. Teachers may find themselves spending hours trying to keep up with assessments, while students might lose interest or motivation. Instead, finding a balance by using rubrics strategically can help maintain their effectiveness without causing burnout. This way, both educators and learners can stay engaged and focused on growth, rather than just ticking boxes. Question: How can teachers balance rigorous, criteria-based rubrics with students' creative freedom and spontaneous choices in a choice-based studio environment?