A learning target is

• a list of signals to the learner about the destination and a map of how they will get there.

• a daily statement of what the learner is expected to learn in a given lesson.

• a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

• the minimum a student must learn to reach high levels of learning.

The success criteria are

• a list of signals to the learner about the destination and a map of how they will get there.

• a daily statement of what the learner is expected to learn in a given lesson.

• a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

• the minimum a student must learn to reach high levels of learning.

The essential standards are

• a list of signals to the learner about the destination and a map of how they will get there.

• a daily statement of what the learner is expected to learn in a given lesson.

• a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

• the minimum a student must learn to reach high levels of learning.

Power standards are

• a list of signals to the learner about the destination and a map of how they will get there.

• a daily statement of what the learner is expected to learn in a given lesson.

• a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

• the minimum a student must learn to reach high levels of learning.

A learning progression is

• a list of signals to the learner about the destination and a map of how they will get there.

• a carefully sequenced lesson that moves learner thinking from lower to higher complexity.

• a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.

• the minimum a student must learn to reach high levels of learning.

Bloom's Taxonomy is

• the depth of thinking the learner will engage in as they move through the learning progression.

• a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

• tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

• a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

• verbal knowledge or factual knowledge

Marzano's Taxonomy is

• the depth of thinking the learner will engage in as they move through the learning progression.

• a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

• tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

• a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

• verbal knowledge or factual knowledge

Declarative knowledge is

• the depth of thinking the learner will engage in as they move through the learning progression.

• a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

• tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

• a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

• verbal knowledge or factual knowledge

Procedural knowledge is

• the depth of thinking the learner will engage in as they move through the learning progression.

• a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

• tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

• a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

• verbal knowledge or factual knowledge

Cognitive complexity is

• the depth of thinking the learner will engage in as they move through the learning progression.

• a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.

• tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom

• a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation

• verbal knowledge or factual knowledge