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learning objective and target should be established in a way that includes a joint journey by the teacher and the classroom for the express purpose of gaining and assessing ‘understanding’ (Moss and Brookhart, 2012: 9). Thus at the start of the lesson, the teacher announces the day’s learning objective and target. This therefore places some responsibility on the classroom to achieve that target and with this understanding, the classroom is more likely to be involved in the lesson and therefore engaged (Moss and Brookhart, 2012).
I observed that the learning objective and target was communicated in a way that was compatible with year three students. As Moss and Brookhart, (2012:9) suggest, the learning objective and target should be described in a ‘student-friendly’ way through the use of ‘words, pictures, actions, or some combination of the three’ and should include what the teacher ‘intends students to learn or accomplish in a given lesson’. This amounts to the ‘meaningful’ sharing of learning objectives and targets and therefore are ‘actual targets that students’ are able to ‘see and direct their efforts toward’ (Moss and Brookhart, 2012: 9). I observed that the Saint Vincent year three teacher used a combination of words, pictures and actions to describe the learning objective and target. This communication had the effect of gaining the classroom’s attention and provided a reference point for the children to traverse through the day’s lesson. Essentially, the learning objective and target established for the students that the lesson for the day was meaningful.
Moss and Brookhart (2012) explain how the meaningful communication of learning objectives and targets engage students. Students are engaged because there learning targets empower them. Empowerment and engagement occur because students are in a position where they are ‘better able to compare where they are with where they need to go’ (Moss and Brookhart, 2012:
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