Post on 21-Mar-2016
description
1Mesa Public Schools 2010
2
Writing an EffectiveLearning Objective:
The instructional road to focus learning
Ensuring learning occurs in every lesson
for every student
Mesa Public Schools 2010
What’s the big picture
for upcoming district professional
development?
LESSON
ALIGNMENT
PLANNINGTask Analysis
E.E.I.
INSTRUCTION
Assessment
Learning Objective
Learning Objective:
Topic: learning objectives
Level of Thinking: apply
Do: write 3 part learning objectives that
align with performance objectives
3 Parts of a Learning Objective:
topic – focus of lesson
level of thinking – depth of thinking
do - proof of learning
Learning Objective:Topic/Content/Skill
From P.O. to Topic
MathPerformance Objective 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.
MODEL
Topic? real numbers, integers, decimals, and/or fractions
Look at the noun(s)
From P.O. to Topic
Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic.
PRACTICE
ideas and/or detailsTopic?
From P.O. to Topic
Science:
Performance Objective 2: Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot and histogram.
PRACTICE
Graphic representation (line, double bar, stem & leaf plot, histogram, and/or graph)
Topic?
Identify the topic (s) in one of your content POs
ThinkPair
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Learning Objective:Level of Thinking
Common Cognitive Levels of Instruction:Bloom’s Cognitive Domains
Old Model New Model
Analyzing
Levels of Thinking (Bloom)
CreateEvaluate AnalyzeApplyUnderstandRemember
No info transfer
Allows for transfer of info
Remember
Description: recall specific ideas and info
Examples: Recite a Haiku poem.
List the characteristics of a mammal
Understand
Description: comprehend ideas, meanings & info
Examples: Paraphrase a Haiku poem. Explain the characteristics of a mammal.
ApplyDescription: use information, ideas and principles in new situations
Examples: Dramatize a Haiku poem. Use the characteristics of mammals to determine if a new “creature” is a mammal or non-mammal
Analyze
Description: break down info into its parts
Examples: Infer the meaning of a Haiku poem.
Compare and contrast characteristics of mammals and reptiles
Evaluate
Description: judge the value or ideas, purposes and methods
Examples: Critique a Haiku poem based on criteria.
Support their reasoning for identifying an organism as a mammal.
Create
Description: put together parts to make a whole and do something new with the information
Examples: Compose a Haiku poem.
Create a new mammal.
Changing the Level of Thinking
CreateEvaluate Analyze Apply Understand Remember
Compose…Critique…based on criteria Infer the meaning of… Dramatize… Paraphrase… Recite…
TOPIC: HAIKU POEM
New Cognitive Levels (Bloom)
Levels of thinking What brain does with info Create Invent Evaluate Judge Analyze Break down Apply Use Understand Connect Remember Store
Identify the thinking levels on the handout
ThinkPair
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2 Part L.O. for Math Topic: real numbersLevel of Thinking: analyze
Topic: integersLevel of Thinking: analyze
Topic: decimalsLevel of Thinking: analyze
Topic: fractionsLevel of Thinking: analyze
From P.O. to Level of Thinking
Math:
Performance Objective 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.
MODEL
Level of Thinking: Compare = ? Order = ?
*Look at the verb(s)
Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic.
PRACTICE
Level of Thinking: Use = APPLY
From P.O. to Level of Thinking
Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic.
HINT: What does the brain do with this content?
2 Part L.O. for Writing
Topic: ideasLevel of Thinking: apply
Topic: detailsLevel of Thinking: apply
From P.O. to Level of Thinking
Science Performance Objectives 2: Choose an appropriate graphic representation for
collected data: line graph, double bar graph, stem and leaf plot and histogram.
PRACTICE
Level of Thinking: Choose = ?
2 Part L.O. for Science
Topic: graphic representationLevel of Thinking: apply
Identify the level of thinking in your content PO
ThinkPair
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Learning Objective:Do/Assessment/Proof of Learning
Lesson Alignment Within Learning Objectives
State standard or
foundational knowledge
Topic (noun) Level of Thinking (verb)
Do(noun + verb)
Possible Assessment Formats whiteboards clickers (do not only use for lower level thinking) index cards (choices on cards) hand signals (use variety of signals connected to
content) visual card (student touches correct answer on card or
“I don’t know” section on card) ticket-out-the-door (serves as closure and assessment) walk around and listen for responses (oral or written)
Topic: decimalsLevel of Thinking: analyze
Do: place decimals on a number line in order OR identify the smallest decimal
MathP.O 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.
MODEL
Writing:P.O.1: Use clear, focused ideas and details to support the topic.
Topic: detailsLevel of Thinking : apply
Do: Write 3 details to support a topic
PRACTICE
Topic: graphic representationLevel of Thinking: apply
PRACTICE
Do: Choose graphs that best represent data.
Science:P.O. 1: Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot and histogram.
Identify a possible assessment for your content PO
ThinkPair
Share√ ↑
Learning Objective:
Topic: learning objectives
Level of Thinking: apply
Do: write 3 part learning objectives that align with performance objectives
Now what?At your school site: start small discuss what parts of the learning objective to begin to post consider how implementation will be monitored?
This will be a work in progress!
How will you help your students
to focus and facilitate their
learning?
grab onto your learning objectives
41
Session 3… How
to Effectively Implement
Learning Objectives
The Final Session