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Learning Objectives. What’s the data say? How do we clearly communicate learning objectives to students? Presented by the JRMS Curriculum Steering Team. Learning Objectives:. Rationale for Focusing on Objectives:. Trends as Determined by Classroom Visits

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Learning Objectives


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    1. Learning Objectives What’s the data say? How do we clearly communicate learning objectives to students? Presented by the JRMS Curriculum Steering Team

    2. Learning Objectives:

    3. Rationale for Focusing on Objectives: Trends as Determined by Classroom Visits “Learning Objectives” took the form of standard numbers, written standards, agendas, topics, activities, and specific learning outcomes. The percent of rooms who had at least 1 of 4 students who were able to communicate the learning objective from Dec. through March was 68%, 56%, 56%, and 80%.

    4. Communicating Learning Objectives OR

    5. Foundational Research The increased student achievement rate ranged between 18-41% when teachers communicated narrow, focused learning objectives. (Marzano, Pickering, and Pollock, 2001) The higher percentages were achieved when students were encouraged to set personalized goals in correlation with the unit objectives.

    6. Benefits of Communicating Learning Objectives: When students recognize they are acquiring intentional daily skills, there is more relevance and motivation (Arter, Chappuis & Stiggins, 2003). Clearly defined objectives influence the validity of assessments (Mager, 1984). Clearly communicated learning objectives help parents to understand what the letter grades mean (Arter, Chappuis & Stiggins, 2003).

    7. Writing Learning Objectives

    8. 3 Parts to a Learning Objective Stem Active Verb Content or Skill

    9. Step One: Create the Stem While a unit learning objective may be broader, a focused daily objective is meant to be student-friendly and immediately applicable. The student will be able to… The learner will… You will be able to…

    10. Learning Objectives:

    11. Step Two: Add an Active Verb Rely on specific, observable, measureable verbs that are able to be assessed. Avoid general verbs such as “appreciate” or “are familiar”—specific verbs are excellent opportunities for direct instruction of academic language. Refer to the handout adapted from CSU, Bakersfield, PACT Outcomes.

    12. Learning Objectives:

    13. Step Three: Add Content or Skill Depending on the curriculum standard, the learning objective may be focused on either acquiring/improving a skill or learning content Pull from the language of the standard to complete the learning objective—content or skill.

    14. CSTP 4.2: Establishing and articulating goals for student learning As teachers develop, they may ask, “How do I…” or “Why do I…” •establishlong-term and short-term goals that are based on academic content standards and reflect students’ strengths, interests, and needs? • communicate clear, challenging, and achievable expectations for students?

    15. CSTP 4.2: Establishing and articulating goals for student learning As teachers develop, they may ask, “How do I…” or “Why do I…” • establish long-term and short-term goals that are based on academic content standards and reflect students’ strengths, interests, and needs? • communicate clear, challenging, and achievable expectations for students?

    16. Learning Objectives:

    17. Think-Pair-Share Think: What are the 3 parts of writing a learning objective? What is the mnemonic that will help you remember? Pair-Share: Partner A take 20 seconds to share with Partner B.

    18. What’s with the “HOW”? • The “how” part of the learning objective tells students how they will demonstrate that they’ve made progress/learned the stated objective. • The “how” may be pointed out in the agenda, listed as homework, or separated into it’s own box. • The “how” is the measurement/assessment.

    19. Learning Objectives:

    20. Options for “HOW” looks: • Homework: p. 78, #s 1-21 odd • Ticket out the door • Quiz • Completed worksheet • Presentation The important thing is that students understand how they will show they know something.

    21. Resources for Writing Objectives Graphic Organizer Bloom’s Taxonomy Power Verbs Examples of Learning Objectives

    22. Learning Objective:

    23. WHAT: You will be able to differentiate between nouns, verbs, adjectives, and adverbs Review notes of parts of speech Word jobs P.O.S. sort w/collaborative group 4 corners Homework: Holt Handbook, Ex. 1 and 2, p. 41-42 HOW

    24. Resources for Writing Objectives: • See handouts: power verbs, Bloom’s taxonomy verbs, examples of learning objectives

    25. Learning Objectives Sort Differentiating between examples and non-examples

    26. DIRECTIONS: • As a table group, sort the contents of the SACk into two groups: examples and non-examples of learning objectives. • Please be prepared to share any discussion your table may have had. • You have 10 minutes.

    27. Did We Achieve OurLearning Objectives?

    28. TICKET OUT THE DOOR • Think about what you will be teaching tomorrow. • On the index cards provided, please write a learning objective (WHAT will kids learn?), and HOW will they show you whether they learned it or not.

    29. Department Work Please meet in curriculum teams as directed by your department’s CSTeam representative.