Learning Targets are specific skill goals that align the work we do each day with the long-term goals my students and I have set at the beginning of the year. This strategy is a part of the larger mastery system in place in my self-paced blended learning classroom. By dissecting large skills into smaller Learning Targets, my students are more effectively able to self-assess their progress towards mastery in each of these skills. By emphasizing assessment for learning and achievement at high levels on specific Learning Targets, we take the focus off of assessment for the sole purpose of grading and gradually replace it with student ownership of their learning.
The most common answer I give students when they ask me a question is "look at your notes." The course is designed so any question in the practice problems or mastery quiz have been directly addressed on the current video lesson or a past one. Because the design of the lessons has been created with this intentionality, it's easy to refer students to the exact place in the notes they can find their answer. It's been a challenge to not jump in and immediately offer students help, and many get frustrated in the moment, but over the course of the year students develop strong independence in their learning, able to use their notes, peers, and online resources to find the answer they were looking for.
Many of our students come to us far below grade level, some still struggling with adding and multiplying. To support these students, my co-teacher Mr. Elizondo developed an alternative program for students not prepared for high school level standards. While we want every student to work their way through the high school geometry curriculum at their own pace, we felt that our class would become prohibitive and demoralizing for students with low skills or severe learning disabilities. In the alternative program, my students work at their own pace through a series of worksheets that meet the same standards as you would see in a high school geometry curriculum except the difficulty has been adjusted to make it attainable for students in the program. The Alternative Mastery Program is a step towards greater personalization of the curriculum to meet all of my students' needs.
To give students greater independence, there is an answer key for the practice problems of every lesson. I know what a lot of teachers are thinking at this point: what if the student just copy all their answers from the answer key? As an Algebra teacher told me when I asked them the same question before starting flipped mastery, they'll just fail the mastery quiz. It only takes a few correctional assignments for them to realize that the answer key is there to check answers, not copy them.