5.6 – Performance-Based Can-Dos

Module 4 introduced us to using checks for understanding to determine how well our students understand or comprehend our input. In both Module 3 and Module 4, Bobby shared ways we can make effective use of online web conferencing platforms to provide our students engaging, meaningful and accessible comprehensible input. Frequent checks for understanding help us to differentiate and adjust our instruction to meet the needs of all our students.

In this section we’ll consider how our students can use our learning targets, that are based on Can-Do statements, in order to understand where they are on their language learning journey. Additionally, we will consider how we can make purposeful use of learning targets in our online environments to support their learning journey.

As you shared with Professor Guillaume in our Growth Mindset and Feedback web conference, learning targets reflect the following:

• They are written from a student’s perspective.
• They use clear language that is easy to understand.
• They are measurable, indicating what a student can do with the language.
• They are specific and task-based.

The learning targets you develop for your CSUSB microteaching are derived from Can-Do statements and give students a clear understanding of what they will be able to do as a result of their learning with you. In this context, their purpose as learning targets is for students to be able to identify what they can do with the language. As such, they are performance-based.

Now, let’s take a look at this TELL Project video to see Can-Do learning targets realized in teaching and learning. 

Self-Assessment

Let’s see how well we can identify learning targets that are measurable, task-based, understandable and written from a student’s perspective. We’ll use a free site called FlipQuiz (Links to an external site.) to test ourselves with this activity: Is This a Learning Target? (Links to an external site.)

To Consider

As you work with your PMG members to develop your learning targets for your CSUSB microteaching, plan the feedback techniques you will use in your online environment so that your CSUSB students will know what they can do with what they have acquired in your learning episode(s). 

To Continue

We want you to have sufficient time to plan, develop and practice for your CSUSB microteaching and thus, have given you from June 27-July 10 to do so. For your convenience, we have organized all of the information, schedules, and logistical resources to help you and your PMG plan for your Peer Microteaching with CSUSB students.  These documents appear in sections 5.7 – 5.10 of this module.  Return to the Module 5 & 6 Home page (the page where you can see all of the contents of the module) to access this special section.