Are We Aiming for the Right Target? What are we aiming to do today? Objective- participants will be...

Are We Aiming for the Are We Aiming for the Right Target?Right Target?

What are we aiming to do What are we aiming to do today?today?

Objective- participants will be able Objective- participants will be able to:to:

Use indicators and student-friendly Use indicators and student-friendly measurable objectives measurable objectives to design to design lessons that accelerate academic lessons that accelerate academic

achievement.achievement.

Show What You Show What You Know!Know!

Math, 5Math, 5thth Grade Pacing Guide, 1 Grade Pacing Guide, 1stst Benchmark: Benchmark:

Number, Number Sense, and OperationsNumber, Number Sense, and Operations

Use physical models, points of reference, and Use physical models, points of reference, and equivalent forms to add and subtract equivalent forms to add and subtract

commonly used fractions with like and unlike commonly used fractions with like and unlike denominators and decimals. denominators and decimals.

What objective, or series of objectives, would you What objective, or series of objectives, would you use to teach this? use to teach this?

(This is a diagnostic check for the presenter. Please (This is a diagnostic check for the presenter. Please work alone.)work alone.)

Did you see?Did you see?Use physical models, points of reference, and equivalent forms to Use physical models, points of reference, and equivalent forms to

add and subtract commonly used fractions with like and unlike add and subtract commonly used fractions with like and unlike denominators and decimals:denominators and decimals:

• Use physical modelsUse physical models– to addto add

• commonly used fractions with like denominatorscommonly used fractions with like denominators• commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators• decimalsdecimals

– to subtractto subtract• commonly used fractions with like denominatorscommonly used fractions with like denominators• commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators• decimalsdecimals

• Use points of referenceUse points of reference– to addto add



• Use equivalent formsUse equivalent forms– to addto add



Who and what determines Who and what determines what and when something what and when something is taught?is taught?

Why?Why?

Solve:Solve:

¾ 3¾ 3

1. Work alone.2. Use two different methods.3. Turn to a partner and explain and justify your work.

How did you solve it?How did you solve it?

Did you solve this first with a picture or algorithmically?Did you solve this first with a picture or algorithmically?

In other words, did you multiply the reciprocal and then try In other words, did you multiply the reciprocal and then try to create a model? Did you have another strategy? to create a model? Did you have another strategy?

If you had a model, is it based on a real world example?If you had a model, is it based on a real world example?

Do you know WHY we invert and multiply?Do you know WHY we invert and multiply?Did you know a 5 year old can do this problem?.......Did you know a 5 year old can do this problem?.......

Did you think of this?Did you think of this?¾ 3¾ 3

¾(3 quarters)

Divided by(shared by)

3(3 people)

= one quarter (1/4) each!

Another real-world Another real-world connection:connection:

• If three teenagers arrive to find ¾ of If three teenagers arrive to find ¾ of a pizza remaining, what fraction of a pizza remaining, what fraction of the whole pizza will they each get to the whole pizza will they each get to eat?eat?

What if we were taught What if we were taught according to the standards?according to the standards?

(Students)(Students) Represent Represent multiplication and division multiplication and division situations involving fractions and situations involving fractions and decimals with decimals with models models and and visual visual representationsrepresentations; ;

– e.g., show with pattern blocks what e.g., show with pattern blocks what it means to take 2 ⅔ ÷ 1/6 it means to take 2 ⅔ ÷ 1/6

Can you Can you seesee it? it?

• This is much more complicated This is much more complicated than ¾ divided by 3, and yet you than ¾ divided by 3, and yet you may be able to easily see it here…. may be able to easily see it here…. How easy would the first fraction How easy would the first fraction problem have been if we had been problem have been if we had been taught taught literallyliterally to the indicator to the indicator and had to demonstrate mastery of and had to demonstrate mastery of Representing / Modeling Division Representing / Modeling Division of fractions?of fractions?

STANDARDSSTANDARDS

Without relying on the chosen and specific verbs of an Without relying on the chosen and specific verbs of an indicator, we may fall into the trap of teaching the indicator, we may fall into the trap of teaching the right content but in an incorrect or inefficient way….right content but in an incorrect or inefficient way….– i.e. we see many 6i.e. we see many 6thth grade lessons on multiplication and grade lessons on multiplication and

division of fractions using just the algorithm (that most of division of fractions using just the algorithm (that most of us can’t explain), instead of teaching in the prescribed, and us can’t explain), instead of teaching in the prescribed, and necessary way, to build conceptual knowledge.necessary way, to build conceptual knowledge.

• Very good, dedicated, talented, knowledgeable, hard-Very good, dedicated, talented, knowledgeable, hard-working, well meaning teachers, are running on a working, well meaning teachers, are running on a treadmill instead of cross-country…they still can burn treadmill instead of cross-country…they still can burn the same amount of calories, but they really aren’t the same amount of calories, but they really aren’t going anywhere!going anywhere!

Applying Bloom’s*Applying Bloom’s*

• Knowledge – List the items used by Knowledge – List the items used by Goldilocks while she was in the Bears’ house.Goldilocks while she was in the Bears’ house.

• Comprehension – Explain why Goldilocks Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best.liked Baby Bear’s chair the best.

• Application – Put 3 containers in order that Application – Put 3 containers in order that they were in the story from biggest to they were in the story from biggest to smallest.smallest.

• Analysis – Compare this story to reality. What Analysis – Compare this story to reality. What events could not really happen.events could not really happen.

• Synthesis – Propose how the story would be Synthesis – Propose how the story would be different if it were Goldilocks and the Three different if it were Goldilocks and the Three Fish.Fish.

• Evaluation – Judge whether Goldilocks was Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion.good or bad. Defend your opinion.

Using the story Goldilocks and the Three Bears

Writing Classroom Writing Classroom ObjectivesObjectives

• Good objectives have 4 characteristics:Good objectives have 4 characteristics:• 1. Aligned to standards. 1. Aligned to standards. • 2. State an outcome, not just an 2. State an outcome, not just an

activity.activity.• 3. Measurable3. Measurable

((Not meaning 80% in 3 days kind, but meaning something that is Not meaning 80% in 3 days kind, but meaning something that is evidential such as students explain, write, create, describe, etc. vs. evidential such as students explain, write, create, describe, etc. vs. learn, know, visualize.)learn, know, visualize.)

• 4. Clear 4. Clear (student friendly- the student can determine if they (student friendly- the student can determine if they were successful or not).were successful or not).

1. Alignment to 1. Alignment to standards.standards.

• If the standard says “model” are you using If the standard says “model” are you using models (if model is used as a noun)? Do you models (if model is used as a noun)? Do you assess their ability to model (if used in assess their ability to model (if used in indicator as a verb)?indicator as a verb)?

• How do you ensure and monitor students are How do you ensure and monitor students are learning to the necessary rigor level to be learning to the necessary rigor level to be proficient on the OAA? – i.e. plan w/ end in proficient on the OAA? – i.e. plan w/ end in mind. The “assessment” must involve a model mind. The “assessment” must involve a model if indicator says students can model. if indicator says students can model.

• Can the assessment be done through a Kagan Can the assessment be done through a Kagan Strategy? (Think – Pair- Share)Strategy? (Think – Pair- Share)

• CurriculumCurriculum is the is the standards/indicators, the standards/indicators, the AssessmentAssessment is how we measure mastery of the is how we measure mastery of the standard, the standard, the InstructionInstruction is the vehicle is the vehicle to go from what should be taught to to go from what should be taught to how to determine if it was taught. how to determine if it was taught. – I.e. CIA must be in alignment if we want I.e. CIA must be in alignment if we want

students to master content AND perform students to master content AND perform well on assessments and subsequent well on assessments and subsequent content.content.

2. State an outcome, not 2. State an outcome, not just an activity. just an activity.

• (A) The student will take the test first thing (A) The student will take the test first thing on Monday. on Monday.

OROR• (B) The student will be able to name the (B) The student will be able to name the

continents and locate them on a map.continents and locate them on a map.

(Are both good examples? (Are both good examples?

Or just one of them? Which one? Or just one of them? Which one?

Why?- turn to shoulder partner and discuss.)Why?- turn to shoulder partner and discuss.)

3. Measurable. (Identify the 3. Measurable. (Identify the measurable objective(s).measurable objective(s).

• (a)The student will know the B-flat scale.(a)The student will know the B-flat scale.• (b)The student will understand how to write a (b)The student will understand how to write a

friendly letter.friendly letter.• (aa)The student will demonstrate the correct (aa)The student will demonstrate the correct

fingering for the B-flat scale. (measurable by fingering for the B-flat scale. (measurable by observation)observation)

• (bb)The student will write a friendly letter using (bb)The student will write a friendly letter using correct punctuation, spacing and indentations. correct punctuation, spacing and indentations. (measurable by analysis of work)(measurable by analysis of work)

• I HAVE ADDED STUFF TO TITLE SO THAT IF I HAVE ADDED STUFF TO TITLE SO THAT IF SOMEONE READS W/OUT NOTES THEY DON’T SOMEONE READS W/OUT NOTES THEY DON’T ASSUME THESE ARE ALL EQUALLY GOOD. ASSUME THESE ARE ALL EQUALLY GOOD.

4. Clear (student 4. Clear (student friendly).friendly).

• (A) The student will compare three (A) The student will compare three Native American tribes.Native American tribes.

OROR• (B) The student will be able to (B) The student will be able to

compare and contrast the food, compare and contrast the food, clothing and shelter of three Native clothing and shelter of three Native American tribes.American tribes.

What do you think? What do you think?

Posted: Students will explore at least three Posted: Students will explore at least three different strategies for multiplication of different strategies for multiplication of integers.integers.

• Please THINK to yourself first whether Please THINK to yourself first whether this objective IS or IS NOT student-this objective IS or IS NOT student-friendly and measurable. If not, what friendly and measurable. If not, what would you change to make it student-would you change to make it student-friendly and measurable?friendly and measurable?

• Discuss with shoulder buddy and try to Discuss with shoulder buddy and try to reach consensus. reach consensus.

PRACTICEPRACTICE

If this were easy, everyone would have already been doing this! Text If this were easy, everyone would have already been doing this! Text books have not even done this! Textbooks, software, model lessons, books have not even done this! Textbooks, software, model lessons, NCTM lesson plans, etc. are all just TOOLS to help you accomplish NCTM lesson plans, etc. are all just TOOLS to help you accomplish the end in mind. the end in mind.

What is the point of the indicator? How will it look when my students What is the point of the indicator? How will it look when my students have mastered it? (That is the student-friendly measurable objective have mastered it? (That is the student-friendly measurable objective AND assessment!) What tools and resources do I need to use to get AND assessment!) What tools and resources do I need to use to get there? (Model lessons, books, software, etc.there? (Model lessons, books, software, etc.

Let’s practice….Let’s practice….

Show What You Show What You Know!Know!3rd Grade Data Analysis and Probability

______2. Draw and interpret picture graphs in which a symbol or picture represents more than one object.

As a table, decide the objective(s) that would be necessary to measure mastery of this indicator.

A A possiblepossible model for a model for a classroom bulletin board:classroom bulletin board:

MathematicsMathematics• This week’s This week’s

Indicator(s) (FULL Indicator(s) (FULL Literal quoted):Literal quoted):– Student friendly Student friendly

measurable objective measurable objective – Student friendly Student friendly




measurable objective measurable objective

UNIT VOCABULARY:UNIT VOCABULARY:Algebraic Expressions, Algebraic Expressions,

Equations, Formulas Equations, Formulas etc. etc.

Today WeAre doing:

ScienceScience• This week’s Indicator(s) This week’s Indicator(s)

((FULL Literal quoted):FULL Literal quoted):– Student friendly Student friendly

measurable measurable objective objective

– Student friendly Student friendly measurable measurable objective objective




UNIT VOCABULARY:UNIT VOCABULARY:Force, motion, gravity, Force, motion, gravity,

etc.etc.

Next StepsNext Steps

Round Robin…. What will you do with Round Robin…. What will you do with this information?this information?

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