What I learned from this module is that a learning goal only works once it is visible to the student, not just to me, and applying it means closing the gap between the goal that guides my design and the goal that actually reaches them. I write goals with a precision my students never see, so posting the target, restating it in student-friendly language, and handing over the rubric before the work begins are the moves that turn my goal into their goal, and that transfer is where ownership starts. I lead curriculum map writing across the METT pathways, so as my summer cohort builds scope and sequence maps I intend to require a student-facing version of every goal alongside the standard it maps to, plus the rubric that defines proficiency, and to give safety goals the same explicit treatment, because in METT that is the target a student cannot afford to only half-see.
