Writing learning targets students actually understand
Stop writing for the administrators and start writing for the learners with these practical steps to simplify your daily learning targets.
Many educators spend hours crafting perfect lesson plans only to realize their students have no idea what they are supposed to be learning. We often write learning targets to satisfy a rubric or an administrator, using academic language that feels heavy and inaccessible to a teenager. When the goal of the lesson is hidden behind jargon, students spend their energy guessing what we want instead of mastering the material.
The shift from doing to learning
A common mistake is writing a target that describes an activity rather than a skill. For instance, 'I can complete the worksheet on cell structures' tells a student what to do, but not what to know. If the worksheet is lost or the power goes out, the learning goal should still be clear.
Instead, focus on the transferable skill. Try 'I can identify how different parts of a cell work together to keep it alive.' This shifts the focus from the task to the concept. It helps students understand that the worksheet is just a tool, not the end goal of their time in your classroom.
Remove the 'edu-speak'
Standardized curriculum often uses verbs like 'utilize,' 'synthesize,' or 'demonstrate.' While these are important for professional educators, they often mean very little to a fourteen-year-old. When a student reads a target, they should immediately be able to internalize what is expected of them without needing a dictionary.
Using plain language does not mean lowering your expectations. It means removing the gatekeeping that complex vocabulary can create. Replace 'analyze' with 'examine the pieces' or 'evaluate' with 'decide if it works.' This transparency builds confidence and allows students to take ownership of their progress.
Define the 'why' and the 'how'
A learning target is incomplete if a student doesn't know why it matters or how they will prove they met it. We call this the success criteria. It provides a roadmap for the lesson and helps students self-assess before they ever hand in their work.
Try using a 'so that' statement to provide context. For example, 'I can identify the main idea of a text so that I can summarize it for a friend.' This small addition gives the lesson purpose beyond the classroom walls. Adding 'I will know I have it when...' gives them a clear finish line to aim for.
The 'Kid-Tested' Rule
Before posting a target, ask yourself if a student could explain it to a peer in their own words.
Keep it Visible
Place the target in the same spot on the board every day so students know exactly where to look for guidance.
Use 'I Can' Statements
Frame every target in the first person to encourage students to take personal responsibility for the skill.
The Five-Second Check
If a student cannot read and understand the goal in five seconds, it is likely too long or too complex.
Clarity is an act of equity. When we take the mystery out of the lesson, we give every student the opportunity to succeed on their own terms.
The Equity-Aligned Lesson Audit
A one-page tool for reviewing your lessons through a GLEAM and DDI lens.
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