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Setting objectives

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Setting Objectives

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Setting objectives

  1. 1. Kristen Rossheim Academic Coach Imagine Town Center North Florida, Sunshine and South Carolina Regional Forum August 7th, 2014 Powerful Expectations Setting Objectives
  2. 2. ONTARGET
  3. 3. ONTARGET How long until you get there Purpose of a GPS Where you are The distance to your destination What to do when you make a wrong turn GPS provides up-to-the minute information about:
  4. 4. ONTARGET Purpose of a GPS But without knowing where you are going or precisely how to get there… http://www.youtube.com/watch?v=mininBIakZtDmMgo&feature=player_detailpage
  5. 5. ONTARGET How to demonstrate new learning Purpose of a Student Learning Objective (SLO) What to learn How deeply to learn it “Without a precise description of where they are headed, too many students are “flying blind.” Learning objectives convey the destination for the lesson:
  6. 6. ONTARGET Gallery Walk • Read through all of the quotes on the on the wall. • Choose one that resonates with you and/or stretches your thinking. • Stand by the quote you chose. Share why you chose that quote with the others who selected the same quote. As a group, be prepared to share out. Experts are on the walls. I’m learning with you.
  7. 7. Mission and Vision of Instructional Standards Mission: All students prepared for college, careers and life Vision: All students will develop knowledge, skills and attitudes to be successful life-long learners and engaged citizens in a diverse, global society. • Quality instruction in every classroom • Articulated, aligned curriculum and assessments across the system • 21st Century teaching, learning and leading In everything we do, we will: • Focus on learning, collaboration, results and continuous improvement • Ensure data-driven decisions • Provide equity of opportunities and resources • Communicate with and engage students, families, staff and community Critical questions that guide our work: • What do students need to know? • How will we know they have learned it? • What will we do when they haven’t learned it? • What will we do when they already know it? PLCs 5Ds 21st Cent
  8. 8. Teaching Learning  Teacher knows what needs to be taught.  Student can articulate the learning target and why it is relevant and meaningful to him or her.  Teacher makes instructional decisions based on strategies that work for the class.  Student knows the learning strategies to choose from and can describe his or her learning progress.  Teacher measures performance against set standard for all students.  Student measures performance against his or her own progress.  Teacher reports degree of student success or failure to students and parents.  Student articulates what s/he did well, what s/he needs to do better, and what s/he will do differently next time in relation to the learning target and success criteria. A Shift from Teaching to Learning
  9. 9. ONTARGET Why should we focus on the learning? A recent analysis of 53 research studies found that when students were clear in advance about what they were learning, their achievement was, on average, 34 percentile points higher on tests than students in control groups.
  10. 10. ONTARGET Why should we focus on the learning? In most cases neither teachers nor students can articulate what they are supposed to be learning that day; they can only describe the activity or assignment. There is a glaring absence of the most basic element of an effective lesson – clearly defined learning objectives.
  11. 11. ONTARGET Why should we focus on the learning? Classrooms in which there was evidence of a clear learning objective were ONLY 4% in a study of 1,500 classrooms! (Learning 24/7)
  12. 12. What do you notice about the following learning targets? Share you ideas with your shoulder partner.
  13. 13. ONTARGET Standards-Based Objectives “To write a persuasive essay about a key election issue to publish in our school Voters’ Guide.” (11th grade, U.S. History) “Good readers make personal connections to help them understand what they are reading.” (2nd grade, Language Arts) “Understanding Acute, Obtuse, and Right Angles” (10th grade, Math) “What is the most justifiable interpretation of a poem? How do we know?” (7th grade, Language Arts) “Survey your classmates to find out what foods we should have at our class party next week.” (4th grade, Math) Center for Educational Leadership
  14. 14. Planning and Instruction with Purpose in Mind A measurable learning objective guides instructional planning. “Think of your instruction as being like a train that takes your students from one place to another. The question to be answered by an objective is, “What are students expected to be like when they arrive at their destination?” Masser
  15. 15. ONTARGET Purpose: What do you hope to see and hear? Thinking about the critical elements contained in learning objectives, what would you hope to see and hear if these were present in a classroom?
  16. 16. ONTARGET FEEDBACK
  17. 17. ONTARGET Common Language Effective instruction requires that teachers be clear about what it is they want students to know and be able to do as a result of each lesson and about how they will gauge students’ success. A clear purpose can guide teaching decisions, focus assessment efforts, and engage students in taking ownership for their learning. Center for Educational Leadership
  18. 18. I can write effective learning targets and success criteria. Success Criteria (product): My learning targets and success criteria are effective if they are: • Written for one lesson • Linked to previous and future lessons • Based on knowledge of standards and students • Transferable and relevant beyond the lesson • Accessible and understood by all students • Embedded throughout instruction • Measurable • Aligned with the task • Used for student self-assessment
  19. 19. Having a clear, posted purpose/learning objective for a lesson is not simply for the benefit of the adults coming into the classroom. The purpose/learning target should be directly tied to what we want our students to know and be able to do as a result of the lesson.
  20. 20. ONTARGET
  21. 21. ONTARGET Unpacking Student Objectives: Jigsaw in Color Groups  You have been given a color  Go to the area with the corresponding color table tent  By that table tent is a set of grade level standards and Imagine curriculum guides.  With your color group, “unpack” several of the standards and create meaningful learning objectives. Prepare to share 1 standard/objective with the group.
  22. 22. ONTARGET Standard vs. Learning Objective Standard: What we want students to be able to know and do at the end of any given time; standards are provided by the state(s) and derived from the National Standards. Learning Targets: These are statements of intended learning based on the standards. Learning targets are in kid friendly language and are specific to the lesson for the day and directly connected to assessment.
  23. 23. ONTARGET
  24. 24. ONTARGET Unpacking Objectives: Accessible and understood by all students A reading objective might be that students can identify the main idea in passages of a certain type and level. We want students being able to say more than "identify main idea." We want students to understand that they will learn how to get a better grasp on the meaning of what they read, why that should be a goal for them, and what it feels like to do that. For the student, this means both understanding the learning goal and knowing what good work on the assignment looks like. It's not a goal if the student can't envision it.
  25. 25. ONTARGET Unpacking Objectives: Embedded throughout instruction We find evidence of the teaching point of a lesson in the ways effective teachers target questions to lesson objectives or how the teacher talks with students about the expectations for learning or the relevance of what is to be learned.
  26. 26. ONTARGET Unpacking Objectives: Measurable We know that students’ chances of success grow markedly when they start their learning with a clear sense of where they are headed and when they play a role in tracking and communicating about their own progress along the way. Teachers help them succeed, therefore, by providing an understandable vision of success with examples of what success will look like when they get there.”
  27. 27. ONTARGET Unpacking objectives: Aligned with the task The single most important method for routinely setting learning objectives is using assignments that match the learning goal. It is in the assignment that the teacher translates the learning goal into action for the student. The assignment or activity is such a close match with the goal that the student would be able to think, ‘If I can do [this assignment], then I can do [the learning objective].’”
  28. 28. ONTARGET Unpacking Objectives: Used for student self-assessment Students cannot regulate learning, use thoughtful reasoning processes, set meaningful goals, or assess the quality of their own work unless they understand what success looks like in today’s lesson.
  29. 29. ONTARGET Unpack the Student Objectives: • For one lesson • Linked to previous and future lessons • Based on knowledge of standards and students • Transferable and relevant beyond the lesson • Accessible and understood by all students • Embedded throughout instruction • Measurable • Aligned with the task • Used for student self-assessment
  30. 30. ONTARGET Muddled learning targets lead to:  Focusing on the work instead of the learning  Mismatched activities that don’t fulfill the learning target  Awkward success criteria Muddling the learning objective with the context (Clarke, 2005)
  31. 31. ONTARGET “To understand the effect of banana production on the banana producers” What are students likely to focus on? What is the teacher likely to focus on? “To understand the effect of banana production on the banana producers” By separating the learning target explicitly from its context, students are able to see the connections: that learning targets can often be applied to a number of different contexts. Muddling the learning objective with the context (Clarke, 2005)
  32. 32. ONTARGET Turn & Talk: How does removing the context from these learning objective statements make them transferable? Learning Objectives Needing Revision To write one body paragraph convincing the principal to allow a longer time for lunch To analyze the use of similes in Eve Bunting’s Riding the Tiger Revised Learning Objectives I can use data and counterarguments to strengthen a position in a persuasive essay I can explain how the use of a literary device shapes the theme in a story
  33. 33. ONTARGET By separating the learning target from the activity, students can apply the skill or concept in a number of different contexts. This transferability is critical to student learning. Separate the learning objective from the activity.
  34. 34. ONTARGET How do we organize the class data on number of hours spent on homework into a graph? We are learning to include counterarguments in the essay to be more convincing about the need for gun control. Readers use visualization to picture the setting in chapter 1 of Tuck Everlasting by Natalie Babbitt. Revise one of the following learning targets so it is transferable.
  35. 35. ONTARGET Write a Learning Objective Resources: Different kinds of objectives Bloom’s Taxonomy/DOK verbs Verbs/phrases that turn into success criteria Target Standard & Unit Life Relevancy Today I can/will… Today we are learning to…
  36. 36. Circle of Viewpoints How does a learning objective help you? Help your students?
  37. 37. ONTARGET In what ways might a learning target be helpful to… Teachers Students
  38. 38. ONTARGET A learning objective in and of itself can look measurable, but unless you explicitly spell out how it is measured, then it isn’t a measurable learning objective. SUCCESS CRITERIA
  39. 39. ONTARGET Verbs that allow us to measure student success and allow access for ALL students: Analyze, build, classify, design, investigate, prove, ask questions to clarify, press others to explain or justify, translate, graph, use evidence from the text, use, estimate, represent, visualize, make inferences, list, wonder, model, connect, compare, describe … When children are engaged in the kinds of “verbs” above, it is virtually impossible for them to be passive observers. Success Criteria
  40. 40. ONTARGET Self-Assessment Sharing Learning Targets What level of support do you need to meet today’s learning target? I do it (independently) We do it (with the support of peers) You do it (explain and model)
  41. 41. ONTARGET Purpose of Learning

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