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Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller PowerPoint PPT Presentation


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Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding. Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by : Nancy Silva, CTAP Region 2 - BCOE.

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Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller

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Presented by lorna manuel patty garrison doreen fuller

Focused Learning ThroughDirect InstructionSession Two:Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2


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Presentation & Internet Sharing Pod

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Adobe connect interface pods1

Adobe Connect Interface (Pods)

Communication Pods

Chat Room Pod

Attendee List Pod


Adobe connect interface pods2

Adobe Connect Interface (Pods)

File Sharing Pod

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Meeting procedures

Meeting Procedures

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  • Use the Chat Room to ask questions as they arise.

  • Actively participate by sharing comments and feedback


Don t forget to smile when you chat

Don’t Forget to Smile When You Chat…. ; )

This workshop will be recorded and archived. So……


Presented by lorna manuel patty garrison doreen fuller

Focused Learning ThroughDirect InstructionSession Two:Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2


Webinar learning objectives

Webinar Learning Objectives

  • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

  • Participants will identify examples of checking for understanding.


Di lesson design components

DI – Lesson Design Components

  • Learning Objective

  • Activate Prior Knowledge

  • Concept Development

  • Lesson Importance

  • Skill Development

  • Guided Practice

  • Lesson Closure

  • Independent Practice


Presented by lorna manuel patty garrison doreen fuller

Learning Objective:

What students will be able to do at the

end of the lesson

  • Independent Practice

  • Checking for Understanding


A well designed learning objective

A Well Designed Learning Objective

What is a Learning Objective?

A statement that describes what students will be able to do, independently, at the end of a specific lesson as a result of your instruction.

It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition) and Criterion (degree).


A b c 2 d

A B C2 D

A = Audience

B = Behavior (Measurable Skill)

C = Concept (Main Idea)

C = Condition (Context)

D = Degree (Measurable Criteria)


Sample learning objective

Sample Learning Objective

Students will use a short story from their literature books and will identify similes with 80% accuracy.

A = Audience = 7th grade students

B = Behavior (skill) = Identify

C = Concept = Similes

C = Condition = Use a short story…

D = Degree = 80% accuracy


Sample learning objective1

Sample Learning Objective

After reading this article the learner will list at least five reasons why water is a necessary natural resource.

A = Audience

B = Behavior (skill)

C = Concept

C = Condition

D = Degree


Presented by lorna manuel patty garrison doreen fuller

  • VIDEO CLIP


What check for understanding strategies did you identify from the video

What Check for Understanding strategies did you identify from the video?

  • Think-Pair-Share

  • Choral Response

  • White Boards – Write down lesson objective

  • Keep the Question Going

  • Ask Students to State Learning Objective in Own Words


Instructional alignment

Instructional Alignment

Instructional Alignment

Instructional Alignment

Instructional Alignment


How to identify learning objectives

How to Identify Learning Objectives

1. Determine the assessment you will administer to measure student achievement.

2. Choose an essential grade level

content standard.

3.Deconstruct the standard.


Deconstructing the standard

Deconstructing the Standard

Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs

Step 2: Underline parts of the standard that requires direct instruction for students to succeed.

The underlined portions are likely places for CFU

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

Step 4: Identify targeted learning objectives.

Step 5: Review available released test questions.


Deconstructing the standard1

Deconstructing the Standard

5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs


Deconstructing the standard2

Deconstructing the Standard

5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 2: Underline parts of the standard that requires direct instruction for students to succeed – the concepts you will teach.


Deconstructing the standard3

Deconstructing the Standard

5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.


Deconstructing the standard4

Deconstructing the Standard

5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 4: Identify targeted learning objectives


Presented by lorna manuel patty garrison doreen fuller

Sample Targeted Learning Objectives

Understand and explain frequently used synonyms, antonyms, and homographs.

  • Understand frequently used synonyms.

  • Understand frequently used antonyms.

  • Understand frequently used homographs.

  • Explain frequently used synonyms.

  • Explain frequently used antonyms.

  • Explain frequently used homographs.


Beware of ambiguous words

Beware of Ambiguous Words

  • We must ask ourselves - what do we, and the state, expect students to DO in order to demonstrate that they “understand” and how they will “explain”?

  • What are the ambiguous words in our learning objective?

    • Understand and explain frequently used synonyms, antonyms, and homographs.


Deconstructing the standard5

Deconstructing the Standard

5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 5: Review available released test questions.

www.samplestarquestions.org


Cst release question

CST Release Question


Analyze the test question

Analyze the Test Question

How does this help us determine what skill is required of our 5th grade students?

Please type in your responses.


Constructing a learning objective

Constructing a Learning Objective

Choose a selected skill from the deconstructed standard:

Understand frequently used synonyms.

Using the Bloom handout, write an appropriate learning objective. Type into the response box.

After reading a sentence, students will be able to select an appropriate synonym from a list of synonyms.


A b c 2 d1

A B C2 D

A = Audience

B = Behavior (Measurable Skill)

C = Concept (Main Idea)

C = Condition (Context)

D = Degree (Measurable Criteria)


Instructional alignment1

Instructional Alignment

Instructional Alignment

Instructional Alignment

Instructional Alignment


Presented by lorna manuel patty garrison doreen fuller

Caveats……

  • A learning objective is not an activity.

    • It helps the student understand the academic purpose of the lesson

  • A learning objective is not what the teacher does; it is about what the audience, the student, will be able to do.

  • A learning objective is not just the standard itself.


Cfu activity

CFU Activity


Revisiting our learning objective

Revisiting Our Learning Objective

  • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.


Independent practice starting with end in mind

Independent PracticeStarting with End in Mind

An assignment that students complete by themselves with no help from the teacher and is aligned to the learning objective.


Example of independent practice

Example of Independent Practice

Third Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

Learning Objective: Students will add simple fractions.

Independent Practice:


Example of independent practice1

Example of Independent Practice

Third Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

Learning Objective: Students will add simple fractions.

Independent Practice:


Revisiting our learning objectives

Revisiting Our Learning Objectives

  • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

  • Participants will identify examples of checking for understanding.


Review checklist

Review Checklist

  • Does the learning objective stem from a course standard?

  • Is the learning objective measurable?

  • Does the learning objective target one specific aspect of expected performance?

  • Is the learning objective student-centered?

  • Does the learning objective utilize an effective, action verb that targets the desired level of performance?

  • Does the learning objective match released CST questions and/or assessments?

  • Does the learning objective specify appropriate conditions for performance, if applicable?

  • Is the learning objective written in terms of observable, behavioral outcomes/skills?


Presented by lorna manuel patty garrison doreen fuller

Questions?


Presented by lorna manuel patty garrison doreen fuller

“The first things students need to learn is what they are supposed to be learning.”

Knowing Your Learning Target

Educational Leadership, March 2011


Next webinar

Next Webinar

Focused Learning ThroughDirect Instruction

Session Three:

Activating Prior Knowledge

and Checking for Understanding

April 21, 2011

3:30 PM – 4:30 PM

Register on the Region 2 RSDSS website:http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events


Contact information

Contact Information

Doreen Fuller (Shasta Hub Coordinator – serving Lassen, Modoc, Siskiyou, Shasta, and Trinity Counties): [email protected]

Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): [email protected]

Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): [email protected]


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