Learning Objectives. 25 February 2012 Abraham Lincoln High School

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1 Learning Objectives 25 February 2012 Abraham Lincoln High School

2 The Enemy State assessments, however imperfect, are not the enemy (of student learning) (Grant Wiggins, n.d.)

3 ELEVATOR TEST The enemy of student learning is? Write a quick (58 second) completion of the above sentence Share with class 3

4 Schmoker s Answer Curricular chaos is the enemy due to three factors: Incoherent curricula Ineffective instruction Ineffective assessment practice (Results Now, 2006)

5 Emoticon Do you agree with Dr. Schmoker? Thumbs up or down Why or why not? 5

6 Curricular Order Clear, specific, observable and measureable learning objectives = Coherent curricula Effective instruction Effective assessment practice

7 The Purpose a Learning Objective Organization of Learning Activities Learning Activities Learning Assessment Learning Objective 7

8 Lesson Planning

9 A Common Error A common curriculum planning error: assuming that doing X will result in Y.

10 An Example 10 Teacher X conducted a lesson that seemed very satisfying to all the students. Students made comments such as Wow, I really liked this lesson. When are we going we going to do this kind of lesson again? The teacher smiled and felt very satisfied and asked the following question: What did you learn from this lesson? The students had no response.. 10

11 Learning Activity = Learning How can we make sure that a learning activity leads to learning?

12 Creating Learning Objectives How confident are you about analyzing standards and translating them into objectives?

13 Creating Learning Objectives Replace the generalities of the standards with specifics: When the standard mentions the author or text substitute the author & title of a specific text In math, change variables, such as x & b into numbers.

14 Let s Practice 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

15 Today s Learning Objective Teachers will be able to write three specific, measureable, and observable learning objectives using three different methods.

16 Learning Objectives A learning outcome is one sentence that indicates what students should demonstrate or produce as a result of what they learn. It describes an intended result of instruction, rather than the process of instruction itself (Mager, 1965) Free powerpoint template: 16

17 Learning Objective Aims A good learning objective addresses three questions: What will students learn (i.e., content)? How will they use it (i.e., does with the knowledge)? How will they show they have leaned it? (Richard E. Mayer)

18 Learning Objective Elements Focuses on student learning outcomes and not on teaching Can be directly measured and observed Describes what students are intended to do, know, and produce 18 Relies on action verbs in the future tense

19 Practice Check the specific, & measurable lesson objective: All students will be exposed to computerbased technology for at least 30 minutes Understands technology s role in society Ability to use educational software Ability to create a PowerPoint presentation that indicates graphics, texts, and audio Mayer,

20 Writing Learning Objectives Method One: Learning Outcome = Time Frame + Student Focus + Action Verb + Product Free powerpoint template: 20

21 Method One Example At the end of the reading workshop, the student will be able to identify four similes and three metaphors in the Highwayman using a t-chart. Free powerpoint template: 21

22 A-Audience: Who? Method Two B-Behavior: What a student is expected to do or the product/result of the doing. C- Condition: The conditions under which the action is done. D-Degree: How well the student will perform in order for the act to be considered acceptable. 22

23 Method Two Example The student will be able to identify four similes and four metaphors in the Highwayman using a t-chart with 90 percent accuracy. Free powerpoint template: 23

24 Method Three Thinking Skills Content = LEARNING OBJECTIVE Resources Product 24

25 Method Three Example 25 Students will be able to develop the critical thinking skill of prove with evidence by applying the skill to content about patterns and trends affecting revolutions. They will use primary and secondary resources to gather evidence and present the evidence in chart form. Thinking Skill (TS), Content (C), Resources (R), Product (P)

26 Structured Practice Writing learning objectives using a handout.

27 Learning Objective Debrief 1. What is a learning objective? 2. Why is it beneficial for student learning & teacher instruction? 3. How do you do it well?

28 Fractal Partners

29 Appreciations, Questions, and Next Steps

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