Learning Targets by Karen Kidwell
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The original presentation is available online at the link on the last slide. With all the talk about "Standards" this is aimed at a US audience, but it's still a good introduction to Robert Marzano's ideas about how to clarify for yourself exactly what you want the students to know and be able to do.
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The document provides information on learning targets:
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This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
Planning With the End in Mind
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
objectives
By the end of the presentation, candidates should be able to:
- Define learning objectives and differentiate between goals and objectives.
- Explain the importance of learning objectives and discuss types and components of educational objectives.
- Discuss how to write an educational objective and identify common mistakes.
Content,performance standard
This document provides an overview of key concepts related to understanding the Language Arts and Multiliteracies Curriculum (LAMC) framework. It discusses how the LAMC is composed of five intertwined sub-strands (listening, speaking, reading, writing, and viewing) that serve to help students make meaning and communicate effectively. It also outlines how language skills are taught and revisited at increasing levels of complexity. The document then aligns the language and literacy domains to the five sub-strands and shows how the domains are funneled across grades K-12. Finally, it discusses the concepts of holistic assessment, including its proximity to actual language use, viewing language holistically, taking an integrative
WRITING OBJECTIVES & OUTCOMES.pptx
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
Learning Intentions Tk
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
Learning objective
The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
Targets and deconstruction
The document discusses the importance of clear learning targets for students and teachers. It explains that standards need to be "deconstructed" or broken down into specific knowledge, skills, reasoning, and products that students need to demonstrate mastery. Examples are provided of strong and weak learning targets. The document also provides guidance on categorizing targets and examples of collaboratively deconstructing standards into clear targets.
Goal setting and objectives
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
Putting Differentiation Into Practice Maria Montalvo
This document discusses differentiating instruction according to Bloom's Taxonomy. It provides examples of higher-order thinking questions aligned to each of Bloom's six levels (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation), along with potential classroom activities. Question starters aim to engage students at the appropriate cognitive level. Together, the questions and activities support differentiated instruction and assessment.
DI Valemount/McBride
This document provides information and strategies for differentiated instruction. It discusses recognizing student diversity, increasing skills in lesson design, and knowing students and content. Motivation comes from self-efficacy, feedback, and control over success. Differentiation considers student readiness, interests, and learning profiles. Teachers can differentiate content, process, and product. Strategies include flexible groupings, choice, graphic organizers, and varied assessments. The goal is for students to access content in different ways and demonstrate learning through multiple options.
Core 3 march07
The document discusses differentiation and pre-assessment strategies for meeting the varied needs of students. It defines differentiation, outlines its goals of respecting students and ongoing adjustment, and distinguishes it from individualized instruction. The document also discusses assessing students' readiness, learning profiles, and interests to plan differentiated content, processes, and products. Teachers are encouraged to use both formal and informal pre-assessment to understand students and flexibly group them for instruction.
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Learning Targets by Karen Kidwell
- 1. Deconstructing Standards into Achievable Learning Targets [email_address]
- 8. Learning/Achievement Targets Statements of what we want students to learn and be able to do.
- 13. Once you’ve identified the overall type of STANDARD , you’ll have a better understanding of the likely TARGET TYPES