The document defines the term "mastery objective" and discusses its key attributes. It contrasts mastery objective thinking with other types of thinking like coverage, activity, and involvement thinking. A mastery objective should specify what a student will know and be able to do, use observable and measurable language, and be aligned with curricular standards. It also provides examples of well-written mastery objectives.

1. Mastery Objectives Mc Donogh 26 August 26, 2010

2. Mastery Objectives The teacher will be able to define either written or orally the term mastery objective. The teacher will write at least one mastery objective. The teacher will complete an exit ticket identifying at least 4 attributes of a mastery objective.

3. Thinking in terms of student mastery Fuzzy Thinking- Madeline Hunter Easy to loose track of where you’re going Tied to materials and activities Achieving uncertain, erratic, unpredictable results

4. Five Kinds of Thinking Coverage Thinking- What content or skill is to be addressed or “covered.” Teacher confuses coverage with objectives Getting through the agenda becomes important. Agenda covered = lesson done

5. Five Kinds of Thinking Activity Thinking- What activities we want students to do. Shifts from what teacher will do to what students will participate in. Important to exam learning outcome and how well the activity supports achievement of intended lesson objective Miss opportunities to understand critical learning's, make connections between learning's, and check and evaluate student learning. More concerned about what students are doing verses learning.

6. Five Kinds of Thinking Involvement Thinking- Engaging students in the learning experience Strategic consideration about how to present information in a variety of ways and how students do activities. There is often choice. All decision should be in relation to learning outcomes Planning for engagement is important but it is not enough for learning The engagement should lead to the desired learning outcome.

7. Five Kinds of Thinking Mastery Objective Thinking- What is important is that students learn even if less material is covered Ask certain questions: What exactly do I want students to know and be able to do when lesson is over? How will I know they have learned it, that is, what will I take as evidence the objective has been met? Also means thinking clearly about assessment and how to gather the data

8. Five Kinds of Thinking Mastery Objective Thinking- Major considerations: Is objective precisely worded so that the learning targets are clear for both teacher and student? Are the objectives appropriate, that is, aligned with the district or grade level curriculum standards?

9. Five Kinds of Thinking Mastery Objective Thinking- Mastery objective is what students should know and be able to do in terms of academic performance.

10. Attributes of Mastery Objective Specific in terms of curricular knowledge Names active performance (OBSERVABLE BEHAVIOR) Begins with: The student will be able to…. Linked to curricular standards Is worth knowing Matched to students: challenging and attainable Is able to be assessed and measured

11. Five Kinds of Thinking Generic Thinking Objectives- Aims to teach concepts, information, and skills, with a desire to develop particular thinking skills in students at the same time. The objective goes beyond mastery of content, though it includes that, it aims to develop a particular thinking skill

12. Key Learning Mastery objectives ask two key questions: 1) 2) How will I know students learned what I intended for them to learn? How will I assess the learning?

13. Let’s Try It Students will be familiar with comparing and contrasting. (grade 2 GLE 17a) The student will create a double-bubble map comparing and contrasting the stories the Three Little Pigs and The True Story of the Three Little Pigs and label the map with at least three statements comparing, three statements contrasting and three statements of commonalities.

14. Lets Do It Together Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (grade 4 GLE 21) The student will be able to correctly label a given paragraph by highlighting the topic sentence, detail sentences and concluding sentence and labeling each part of the paragraph.