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Good Afternoon! 1. Please sit no more than 6 per table 2. Sort materials

Good Afternoon! 1. Please sit no more than 6 per table 2. Sort materials in the manila folder for each person at the table 3. Login into Galileo/Canvas to your first unit

Lesson Objectives and Demonstrations of Learning Presented By: Allyson Fox & Candice Robinson Created

Lesson Objectives and Demonstrations of Learning Presented By: Allyson Fox & Candice Robinson Created By: Mary Wisdorf, Julissa Vega, Candice Robinson

Today’s Objective ● Standard: ● ● Teachers should know and be able to post

Today’s Objective ● Standard: ● ● Teachers should know and be able to post aligned lesson objectives and plan for demonstrations of learning (1 c) Objective: ● ● Teachers will differentiate between effective and ineffective objectives and DOLs. Teachers will develop objectives and DOLs aligned to the Unit 1 curriculum map.

Season partners activity

Season partners activity

Objectives-KWL ● What do you know? ● What do you want to know? ●

Objectives-KWL ● What do you know? ● What do you want to know? ● What did you Learn?

Objectives tied to District Theory of Action Harrison School District 2’s Theory of Action:

Objectives tied to District Theory of Action Harrison School District 2’s Theory of Action: If all Harrison School District 2 staff have common training and knowledge of: standards-based instruction in all content areas; purposeful backwards planning; research-based instructional strategies; and professional learning community tenets…. then all scholars will be at grade level or higher and there will be an increase in staff and scholar retention

The Core Parameters Lesson Objective DOL Lesson Design D

The Core Parameters Lesson Objective DOL Lesson Design D

Guaranteed and Viable Curriculum Funneling Curriculum Standard 6 th grade Reading, Writing & Communicating

Guaranteed and Viable Curriculum Funneling Curriculum Standard 6 th grade Reading, Writing & Communicating State Provided District Provided Teacher Developed Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame and setting to another 3. 1. a. iii Posted Standard In Classroom W. 6. 3. c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame and setting to another I will be able to use transition phrases in each paragraph to signal shifts from one topic to the next

What is a Lesson Objective? ● ● ● ● It is related to standards

What is a Lesson Objective? ● ● ● ● It is related to standards It is a one/two day lesson It is focused It is clear and relevant It is rigorous It is purposeful It is student-learning driven It is written with a verb

What a Lesson Objective is NOT It is not…. ● ● ● the standard

What a Lesson Objective is NOT It is not…. ● ● ● the standard –it is the first step to mastering it! an evidence outcome - it is the reinforcement of it! a unit, weekly or monthly goal – one/two day! a program – it is written by the teacher! resource driven –teachers decide the teaching! a publisher’s goal –it is your goal(s)!

Examples: Lesson Objectives ● What makes these good lesson objectives? “Scholars will identify independent

Examples: Lesson Objectives ● What makes these good lesson objectives? “Scholars will identify independent and dependent variables in a scientific experiment. ” “Scholars will interpret scatter plots in order to compare 2 quantities. ” “Scholars will make predictions using pictures or evidence from the text. ”

Sorting Activity: 3 -5 Minutes ● Look at the sample objectives at your table

Sorting Activity: 3 -5 Minutes ● Look at the sample objectives at your table and decide which sample objectives are of high quality, and which are not. Effective Lesson Objectives Ineffective Lesson Objectives

YES… • Students will construct a frequency table based on a set of data

YES… • Students will construct a frequency table based on a set of data • Students will use pronoun-antecedent agreement in sentences containing indefinite pronouns • Students will analyze the effects of migration on a selected society • Students will learn theme and be able to identify a theme from textual clues • Students will identify different uses of line and texture in an abstract work of art • I will be able to apply the formula for finding volume accurately • Students will sort words by beginning phonemes and sounds • Students will read and write decimals to thousandths using base-ten numerals • Students will use senses to make observations that describe the physical properties of solid materials (color, shape, texture, hardness)

NO…. • W. 6. 3 c Use a variety of transition words, phrases, and

NO…. • W. 6. 3 c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. • Students will read a chapter from the textbook on World War II • Students will master Step-Up to Writing for writing an effective persuasive essay • Students will complete common core worksheet on the water cycle • Use organizational features of printed text to locate information • Students will improve their basketball skills • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Critiquing lesson objectives Why are these ineffective lesson objectives? Be prepared to justify your

Critiquing lesson objectives Why are these ineffective lesson objectives? Be prepared to justify your answer with evidence. • W. 6. 3 c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. • Students will read a chapter from the textbook on World War II • Students will master Step-Up to Writing for writing an effective persuasive essay

Objective Non-Negotiables ● ● ● Aligned to a standard Posted and visible at all

Objective Non-Negotiables ● ● ● Aligned to a standard Posted and visible at all times (standard too!) Referenced throughout the lesson Legible Student centered: I will be able to…. Students/scholars will be able to… Mathematicians will be able to…

Effective Posting

Effective Posting

Writing Objectives “I Do” Standard: CO-M 04. 1. 1. a. iv Use place value

Writing Objectives “I Do” Standard: CO-M 04. 1. 1. a. iv Use place value understanding to round multi-digit whole numbers to any place. (CCSS: 4. NBT. 3) Objective:

Writing Objectives “We Do” Standard: C 0 -S 06. 1. 4. NS. 2 Ask

Writing Objectives “We Do” Standard: C 0 -S 06. 1. 4. NS. 2 Ask testable questions and make a falsifiable hypothesis about density and design an inquiry based method to find an answer. (DOK 2 -4) 1. With your table, write an objective on a blank piece of paper 2. Switch papers with a nearby table 3. Use checklist to provide feedback Objective: SWBAT ask testable questions and make a falsifiable hypothesis about the density of objects (Day 1 of 2)

Objectives-KWL ● What do you know? ● What do you want to know? ●

Objectives-KWL ● What do you know? ● What do you want to know? ● What did you Learn?

Writing Objectives “You Do” Standard: 1. Put your name on an index card 2.

Writing Objectives “You Do” Standard: 1. Put your name on an index card 2. Log into Galileo/Canvas and access the first unit of your curriculum map 3. Select a standard from Unit 1 4. Write the standard out completely on your index card Objective: 1. Write an effective objective(s) on the index card 2. Use your objective checklist!

Today’s Objective ● Standard: ● ● Teachers should know and be able to post

Today’s Objective ● Standard: ● ● Teachers should know and be able to post aligned lesson objectives and plan for demonstrations of learning (1 c) Objective: ● ● Teachers will differentiate between effective and ineffective objectives and DOLs. Teachers will develop objectives and DOLs aligned to the Unit 1 curriculum map.

The Core Parameters Lesson Objective DOL Lesson Design A

The Core Parameters Lesson Objective DOL Lesson Design A

DOLs-KWL ● What do you know? ● What do you want to know? ●

DOLs-KWL ● What do you know? ● What do you want to know? ● What did you Learn?

DOLs tied to District Theory of Action Harrison School District 2’s Theory of Action:

DOLs tied to District Theory of Action Harrison School District 2’s Theory of Action: If all Harrison School District 2 staff have common training and knowledge of: standards-based instruction in all content areas; purposeful backwards planning; researchbased instructional strategies; and professional learning community tenets…. then all scholars will be at grade level or higher and there will be an increase in staff and scholar retention

Demonstration of Learning ● A Demonstration of Learning is a measurement of the degree

Demonstration of Learning ● A Demonstration of Learning is a measurement of the degree to which an individual student has mastered the objective and is used to drive future instruction.

Take-off/Touch-down ● DOLs can help you to determine whether students have appropriately mastered the

Take-off/Touch-down ● DOLs can help you to determine whether students have appropriately mastered the objective and whether students are ready to progress deeper or to the next topic. ● DOLs give you insight on what to focus on for the following day’s lesson. ● DOLs help the teacher know what learning and level of understanding have taken place. ● DOLs are best when they are used as an assessment grade

Advantages of DOLs ● DOLs can help you to determine whether students have appropriately

Advantages of DOLs ● DOLs can help you to determine whether students have appropriately mastered the objective and whether students are ready to progress deeper or to the next topic. ● DOLs give you insight on what to focus on for the following day’s lesson. ● DOLs help the teacher know what learning and level of understanding have taken place. ● DOLs tighten instruction

Types of Assessment in HSD 2 ● Summative Assessments include: ◦ ◦ ● District

Types of Assessment in HSD 2 ● Summative Assessments include: ◦ ◦ ● District Curriculum Based Measures (CBMs) PARCC and CMAS End of Unit Exams Mid Term / Final Exams Formative Assessments include: ◦ Checks for Understanding ◦ Demonstrations of Learning (DOL) ◦ Progress Monitoring ◦ Repetitive assessment of a focused skill during intensive instruction (i. e. short vowels, reading fluency, fact tables, etc. )

Assessment Checks for Understanding Demonstration of Learning Quizzes Unit Test PARCC

Assessment Checks for Understanding Demonstration of Learning Quizzes Unit Test PARCC

Guaranteed and Viable Curriculum Funneling Curriculum State Provided Standard 6 th grade Reading, Writing

Guaranteed and Viable Curriculum Funneling Curriculum State Provided Standard 6 th grade Reading, Writing & Communicating Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame and setting to another 3. 1. a. iii Posted Standard In Classroom District Provided W. 6. 3. c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame and setting to another Posted Objective I will be able to use transition phrases in each paragraph to signal shifts from one topic to the next Teacher Developed Posted DOL I will include three transitional phrases embedded into my 3 body paragraphs and 2/3 will be used correctly

What is a DOL? ● ● ● ● It is directly tied to the

What is a DOL? ● ● ● ● It is directly tied to the lesson objective It is measurable It can be administered in 5 -10 minutes It can provide information on performance in a quick manner to guide future instruction It requires students to demonstrate what they have learned over the last class period or two in a subject area It varies day to day It is completed by students independently It is designed before the lesson is conducted

What a DOL is NOT? ● ● ● Group work Think-Pair-Share A 30 second

What a DOL is NOT? ● ● ● Group work Think-Pair-Share A 30 second check Tricky or Illusive Done on the fly Long term project Check for understanding Quiz or test Summative Long and laborious to grade Thumbs up/thumbs down A replica of the objective

District DOL format ● What does a DOL look like? ● Given ● /

District DOL format ● What does a DOL look like? ● Given ● / times. , 100% of students will correctly get Given , 100% of students will 80% accuracy. with

Examples: DOLs ● What makes these good DOLs? Given a T-chart 100% of students

Examples: DOLs ● What makes these good DOLs? Given a T-chart 100% of students will separate variables into independent and dependent 8/10 times correctly Given an excerpt from Romeo and Juliet, 100% of students will give 3 pieces of evidence that correctly supports a prediction of how the main character will change 2/3 times. Given a list of physical activities, 100% of scholars will sort into five categories (cardio-respiratory, muscular endurance, muscular strength, flexibility, and body composition) with 80% accuracy

Sorting Activity: 3 -5 Minutes ● Look at the sample DOLs at your table

Sorting Activity: 3 -5 Minutes ● Look at the sample DOLs at your table and decide which ones are of high quality, and which are not. Good DOL BAD DOL

Yes • With 80% accuracy, solve the division problems using the standard algorithm •

Yes • With 80% accuracy, solve the division problems using the standard algorithm • Students will construct a RACE statement analyzing the similarities and differences of two characters from a nonfiction and fictional portrayal scoring 4/5 based on the RACE rubric • Given background information on an author and her authorial style, SW make three inferences about how the author’s life and writing style impact her novel. 3/3 inferences will be supported with evidence at 100% accuracy • Using the place value chart divide three digit dividend by the two digit divisor 2/3 times correctly • I will correctly sort 8/10 pictures of objects based on whether they are a solid or a liquid • I will draw and label the complete water cycle with 100% accuracy • Given 5 subtraction equations with multi-digit numbers, I will be able to solve 4/5 correctly • Given a picture of a plant, I will label 4 parts with 100% accuracy

No • Students will be able to determine or clarify the meaning of words

No • Students will be able to determine or clarify the meaning of words by using context clues, dictionaries, and peers • I’ll know I’ve got it when I can complete this week’s blue, pink, orange, and green tasks with 80% mastery • Critical thinkers will evaluate the quality of their Shakespeare background notes by using them to complete a quiz with 85% proficient • Given the multiplication problems use partial products to solve correctly • I will highlight all of the context clues that support a given inference • I will circle the family of the instruments I hear • I can demonstrate my understanding of PE foundations by executing two exercises • From a list, I will identify three properties of a solid

Critiquing DOLs Directions • Choose one ineffective DOL from the list on the right

Critiquing DOLs Directions • Choose one ineffective DOL from the list on the right • Revise it to be an effective one • Meet with your Fall partner and explain what evidence from the checklist you used to make revisions • After coming to agreement, the next partner shares DOLs • Students will be able to determine or clarify the meaning of words by using context clues, dictionaries, and peers • I’ll know I’ve got it when I can complete this week’s blue, pink, orange, and green tasks with 80% mastery • Critical thinkers will evaluate the quality of their Shakespeare background notes by using them to complete a quiz with 85% proficient • Given the multiplication problems use partial products to solve correctly

DOL Non-Negotiables ● ● ● ● Aligned to a standard and objective Posted and

DOL Non-Negotiables ● ● ● ● Aligned to a standard and objective Posted and visible at all times Referenced throughout the lesson Legible Student-centered Measurable (at least proficient based on criteria) Written in correct district DOL format

Writing DOLs “I Do” Standard: CO-M 04. 1. 1. a. iv Use place value

Writing DOLs “I Do” Standard: CO-M 04. 1. 1. a. iv Use place value understanding to round multi-digit whole numbers to any place. (CCSS: 4. NBT. 3) Objective: I will round multi-digit numbers to the thousands place DOL: Given / , 100% of students will correctly get times.

Writing Objectives “We Do” Standard: C 0 -S 06. 1. 4. NS. 2 Ask

Writing Objectives “We Do” Standard: C 0 -S 06. 1. 4. NS. 2 Ask testable questions and make a falsifiable hypothesis about density and design an inquiry based method to find an answer. (DOK 2 -4) Objective: SWBAT ask a testable question and make a falsifiable hypothesis about the density of objects (Day 1 of 2) DOL: Given / times correctly. Given / with 80% accuracy. 100% of students will ______ 100% of students will

DOls-KWL ● What do you know? ● What do you want to know? ●

DOls-KWL ● What do you know? ● What do you want to know? ● What did you Learn?

Writing DOLs “You Do” ü Standard: 1. Log into Galileo/Canvas and access the first

Writing DOLs “You Do” ü Standard: 1. Log into Galileo/Canvas and access the first unit of your curriculum map 2. Select a standard from Unit 1 3. Write the standard on your index card ü Objective: 1. Write an effective objective(s) on the index card 2. Use your objective checklist! DOL: 1. Use your standard/objectives from You Do earlier 2. Write an aligned DOL

Objectives and DOLs-KWL ● What do you know? ● What do you want to

Objectives and DOLs-KWL ● What do you know? ● What do you want to know? ● What did you Learn?

Closure/Evaluation Questions Thank you for joining us today! https: //goo. gl/forms/md. Q 3 XUTg.

Closure/Evaluation Questions Thank you for joining us today! https: //goo. gl/forms/md. Q 3 XUTg. Xu. ZBOv 6 X 2 D

Work Time Please use this remaining time to create objectives and DOLs based on

Work Time Please use this remaining time to create objectives and DOLs based on standards in your Unit 1 curriculum map.