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Setting Goals for Student Learning

Setting Goals for Student Learning. National University Professional Teaching Development Center. Your entry prompts may ask you to describe both long-term and short-term student learning goals. What does this mean?. Lesson Planning Includes-. Long Term Goals

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Setting Goals for Student Learning

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  1. Setting Goals for Student Learning National University Professional Teaching Development Center

  2. Your entry prompts may ask you to describe both long-term and short-term student learning goals What does this mean?

  3. Lesson Planning Includes- • Long Term Goals • Short Term Goals (Lesson Objectives) • Criteria used to assess student products or performances (Rubrics) The Learning Objective for this presentation is that you will be able to identify and develop appropriate Short Term Goals (Lesson Objectives) for your selected Video Entry lesson.

  4. Short Term Goals, otherwise known as Lesson Objectives, help focus instruction for the teacher and clarify expectations for students. They are more specific than Long Term Goals, but usually less specific than criteria used to assess student products or performances (Rubrics)

  5. From General to Specific Long Term Goals Short Term Goals (Lesson Objectives) Criteria Used to Assess Student Products or Performances (Rubrics)

  6. Long Term Goals • Describe- • Global Understandings and Skills • Outcomes achieved over a lengthy period of time, such as a semester, a • year, or longer.

  7. Example: Long Term Goal Students will understand that recognizing patterns can help us make predictions. • This statement does not tell us what students must do to demonstrate this understanding, or how expectations for students at different grades or developmental levels might be different. • For lesson planning purposes, it needs to be defined more clearly.

  8. Students will understand that recognizing patterns can help us make predictions. A Long Term Goal: • Requires more than 1 lesson to achieve. • May involve multiple skills. • May apply to multiple levels of complexity.

  9. Short Term Goals (Lesson Objectives) Short term goals, often referred to as Lesson Objectives, must be specific.* They must answer the question, “What should students know or be able to do?” as a result of the lesson.

  10. On the next few slides…. Notice that the long-term goal might be the same for both kindergarten and grade eight students, however the short term goal (lesson objective) will be very different.

  11. Kindergarten Long Term Goal: The student will be able to use an understanding of patterns to accurately make predictions.

  12. Short Term Goal (Lesson Objective): Given a pattern of five blocks in alternating colors, the student can accurately predict the color of the next block. Kindergarten Long Term Goal: The student will be able to use an understanding of patterns to accurately make predictions.

  13. Eighth Grade Long Term Goal: The student will be able to use an understanding of patterns to accurately make predictions.

  14. Short Term Goal (Lesson Objective): Given a numerical pattern in which the interval increases at a non-constant rate, the student can determine the pattern and predict the next three numbers in the sequence. (i.e. square number patterns, triangular number patterns) Eighth Grade Long Term Goal: The student will be able to use an understanding of patterns to accurately make predictions.

  15. Now look at the learning goal you have described for your entry lesson…. • Is it specific? • Does it describe what students must • know or be able to do? • - Does it explain what particular product or performance will be assessed at the end of the instructional sequence? If you have answered “no” to any of these questions, please revisit the short term goal you have selected for your instructional sequence in the entry.

  16. When teachers set clear lesson goals that describe what students must know and be able to do at the end of the instructional sequence, they-- make learning expectations more explicit for students- can better manage and monitor student progress toward the stated goals- can more effectively analyze student achievement at the end of the instructional sequence.

  17. “An objective is a clear, unambiguous description of … ‘the types of performance students are expected to demonstrate at the end of instruction to show that they have learned what was expected of them.’ (Gronlund, 2000, p. 4)” -DiPaola & Hoy, 2008, p.184)

  18. Clearly stated learning goals are the foundation for accomplished teaching And for a successful portfolio entry!

  19. SHORT-TERM GOAL (LESSON OBJECTIVE) LONG TERM GOAL What is the big idea that I want students to achieve? What specific product or performance would enable students to show progress toward this goal?

  20. Check Your Understanding(QUIZ TIME!)

  21. On the pages that follow, several statements will be presented to you.You must determine whether the statement represents a long-term goal, or a short-term goal that is suitable as a lesson objective.

  22. Is this a LONG TERM GOAL or a LESSON OBJECTIVE? Students can compare and contrast main characters from two different stories, including at least 3 physical traits and 3 personality traits of each character.

  23. LESSON OBJECTIVE It describes what students must know and be able to do as a result of instruction. Students can compare and contrast main characters from two different stories, including at least 3 physical traits and 3 personality traits of each character.

  24. Is this a LONG TERM GOAL or a LESSON OBJECTIVE? Students will learn the scientific theory of plate tectonics.

  25. LONG TERM GOALIt does not describe the depth of learning expected from students, or how they will demonstrate the learning. Students will learn the scientific theory of plate tectonics.

  26. Students can explain the functioning and the major components of hydrologic cycle. Is this a LONG TERM GOAL or a LESSON OBJECTIVE?

  27. LESSON OBJECTIVE It describes what students must know and be able to do as a result of instruction. Students can explain the functioning and the major components of hydrologic cycle.

  28. Students will identify at least three issues affecting America today and explain the problems or conflicts that make them issues. Is this a LONG TERM GOAL or a LESSON OBJECTIVE?

  29. LESSON OBJECTIVE It describes what students must know and be able to do as a result of instruction. Students will identify at least three issues affecting America today and explain the problems or conflicts that make them issues.

  30. Students will create a powerpoint presentation about an important historical event. Is this a LONG TERM GOAL or a LESSON OBJECTIVE?

  31. Students will create a powerpoint presentation about an important historical event. HMMM… it is not a LONG TERM GOAL or a LESSON OBJECTIVE! What is it???

  32. Students will create a powerpoint presentation about an important historical event. This statement describes an activity that might take place in a unit of instruction. Let’s see if we can add more details and turn it into a LESSON OBJECTIVE…..

  33. Students will create a powerpoint presentation which describes an important event in the Revolutionary War. They will explain 2 ways this event impacted the outcome of the War. Now we have a LESSON OBJECTIVE that describes what students must know and be able to do as a result of instruction.

  34. Revisit the Lesson Objective you have selected for your video entry. Revise as needed to insure that it describes what students must know and be able to do as a result of your planned instruction. You will look for evidence of students’ achievement or progress toward this learning goal when you are asked to analyze and reflect on your lesson.

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