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Writing Mastery Objectives

Writing Mastery Objectives. By: William McCann and Shakira Wimberly. DO NOW ACTIVITY. What makes a Mastery Objective? Compare and contrast two objectives Poor mastery objective vs. Quality mastery objective

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Writing Mastery Objectives

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  1. Writing Mastery Objectives By: William McCann and Shakira Wimberly

  2. DO NOW ACTIVITY What makes a Mastery Objective? • Compare and contrast two objectives • Poor mastery objective vs. Quality mastery objective Compare and contrast objectives. Record the similarities and differences. Discuss outcomes of mastery objectives

  3. Professional Learning Process Activity • Think, Pair, Share… • How does this process help improve student outcome? (1 member from each group will share group ideas)

  4. Mastery Objectives should be: • Common Core Standards Derived • Based on explicit behaviors • Establish specific conditions • Dependant on certain criteria • Able to communicate relevance.

  5. How are the Common Core Standards correlated to the Mastery Objective? • Common Core Standards are focused around either a processorcontent. Restate: Mastery objectives will either focus on a process or content from Common Core standard.

  6. ACTIVITY #1 Given a Common Core standard, determine whether it is process or content driven? Guiding Questions When reading the standard, is the process or content implied or explicit? Are prerequisite skills implied in either?

  7. STANDARDS • Standards tend to be abstract and broad based. What should teachers do? “UNPACK” the standard.( Unpack= Breakdown)

  8. “Unpacking” the Standards • Guiding questions to ask when unpacking standards • What do you want students to know? • What are the pre-requisites to attaining what you want students to know? • What do you want students to do with the knowledge? • Note: One standard may need to be chunked into several mastery objectives/ lessons. (Eligible Content)

  9. Objective Variations Gronlund • The focus should be on the learning outcomes attained by the students. The objectives should direct attention to the student and to the types of behavior he/she is expected to exhibit as a result of the learning experience. Our focus shifts from the teacher to the student and from the learning process to the learning outcomes. • ”Norman Gronlund Mager Robert Mager type objectives should include three parts: • Conditions under which you expect the behavior to occur. • Given a set of 10 two-digit multiplication problems and without a calculator . . . . • State the terminal behavior you wish to see • . . . . a student will correctly complete the problems . . . • State the criterion for acceptable achievement • . . . . with 8 out of 10 correct within 15 minutes.

  10. Gronlund Objectives V. Mager Objectives • Uses appropriate experimental procedures in the lab setting. • Identifies important dates, events, and people in the Battle of Gettysburg. • Creates a 16 measure song including appropriate meter, melody, and notation. • Categorizes polynomials according to their characteristics. • Given six different types of quadrilaterals, the student will create a Venn diagram classifying the shapes by characteristics of sides and angles with five of six shapes correctly classified.

  11. What are mastery objectives?(Alcorn’s Blended Model) • An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. • An objective describes an intended result of instruction, rather than the process of instruction itself. • 4 Key Components • Behavior • Condition • Criteria • Rationale

  12. Behaviors • Behavior : (Blooms, Webb’s) The verb used to describe a desirable behavior in an instructional objective must be observable. • Should move from levels 1 to 4 (DOK) during units covering standards…fluid • Two types of behaviors: • OVERT refers to any kind of performance that can be observed directly, whether that performance be visible or audible ( observed by the eye or ear). • COVERT refers to performance that cannot be observed directly, performance that is mental, invisible, cognitive, or internal (asking someone to say something or do something).

  13. Conditions • B. Condition: To state an objective clearly, you will sometimes have to state the conditions you will impose when students are demonstrating their mastery of the objective. Below are some examples: • Given a problem of the following type… • Given a list of… • Given any reference of the learner's choice… • When provided with a standard set of tools… • Without the aid of references… • With the aid of references… • Without the aid of a calculator…

  14. Criteria • C. Criteria: An explicit description of acceptable performance. • Teacher should write mastery objectives with the expectation of the minimum required performance.

  15. Rationale/Importance • Why is this important to students? • Any skill is learned more effectively if the learner understands the reason for learning and practicing it. • Students should be able to connect to either the process or content identified in the mastery objective to future learning and/real world applications. So, this is important to me because…

  16. Lets look at this as a team on Monday! Good vs. Poor Objective

  17. ACTIVITY • As a group, analyze the Mastery Objective for all necessary components.( Behavior, Content, Criteria) • If needed, rewrite the mastery objective using the blended model.

  18. Recap: Common Core Standards Unpacked • Given a Common Core standard, determine : • What students need to know? • What are the Pre-Requisites? • What do you want students to do with the knowledge: STOP & THINK How does your unpacking generate mastery objectives?

  19. ACTIVITY- EXIT TICKET In groups, create at least 2 mastery objectives that have a behavior, condition, and criteria.

  20. Professional Learning Cycle 1. Support and Training 2. Safe Practice: Time to practice writing mastery objectives. 3. Article/ Best Practice: Each teacher will be given an article to use as a resource for writing mastery objectives 3. Coaching: Each teacher will have coaching available. 4. Feedback: Teachers will receive feedback from their coach for improvement. 5. Accountability: Teachers will be expected to write mastery objectives that contain behavior, condition, and criteria. The mastery objective must also be written as a reflection of the standard.

  21. Exit Ticket – 3, 2, 1 • Write 3 of the most important things you learned today. • Write 2 questions that you still need to be answered today. • Write 1 way your new learning connects to what you knew before.

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