Part II Standards and Measurable ObjectivesDII : PART II Standards and Measurable Objectives Lesson...

DIRECT INTERACTIVE INSTRUCTION33© 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512

Part II

Standards and Measurable Objectives

DONE ✔

Features of Standards

I will differentiate between a standard and a measurable objective.

I will analyze the features of a standard for Content, Competence, and Context.

I will distinguish the varying levels of Competence as expressed in core standards.

Features of Measurable Objectives

I will deconstruct a standard to identify and clarify its measurable objective.

I will analyze an organizing schema for ensuring standards mastery in a large group setting.

I will relate an observed demonstration lesson to the stages of a lesson that includes Standards and Measurable Objectives and Assessing Mastery.

Assessment and Research

I will self-assess my progress in my implementation of the DII component: Standards and Measurable Objectives.

I will analyze the research and read the article, “Raising the Bar: Targeting Instruction Through Standards and Measurable Objectives.”


34 © 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512DIRECT INTERACTIVE INSTRUCTION

DI I : PART I I

Notes STRUCTURED INTERACTION

What are the four components of Direct Interactive Instruction?

The four components of Direct Interactive Instruction are . . .

Why is it important to tell students what they are learning and why they are learning it?

It is important to tell students what they are learning and why they are learning it because . . .

How does communicating a clear and consistent lesson focus increase Academic Learning Time?

Communicating a clear and consistent lesson focus increases Academic Learning Time by . . .



DI I : PART I I


Lesson Structure and Sequence

Student Engagement: Interaction, Feedback,and Correctives

Proactive Classroom

Management

ALLOCATED TIME

ENGAG

EMENT RATE

AVAILABLE TIME

SUCCESSRATE RETENTIONTRANSFER

MOTIVATION

Using Direct Interactive Instruction to Maximize Academic Learning Time



DI I : PART I I


Which statements connect to maximizing Academic Learning Time?

The statement connects to maximizing Academic Learning Time because . . .

What information did you find interesting or consider to be an “aha”?

I consider to be an “aha” because . . .

What do you have a question about or need clarification for?

I have a question about or need clarification for because . . .

Which statements validate your current practice?

The statement validates my current practice of because . . .



DI I : PART I I

Clarity of focus is assured for students when teachers ground their lessons in explicit standards and measurable objectives that define what students will know and be able to do at the end of the lesson, the chapter, the course, or the semester. Targeted instruction is possible and much more effective because the teacher is focused on what “the end” looks like and what students will demonstrate to “show what they know.”

Standards are made up of objectives that can be demonstrated and mastered, one by one. The standards should be deconstructed and analyzed for their measurable sub-parts, or the objectives that make up the standard. For example, standard A is composed of measurable objec-tives 1, 2, 3, and 4. The number of objectives in a standard is determined by the complexity of the standard and the aptitude (learning facility and rate) of the students.

A measurable objective is the target or focus for a lesson. The students and teacher will know where they are going and when they get there because students will demonstrate their mastery of the objective at key points during the lesson routine. The objective should be a perfect match with what students will then do at the end of the lesson through a final, easily measurable, and culminating demonstration of their learning. Each measurable objective may be taught as a separate lesson or lessons.

A standard is the high-value performance that will be tested to determine how well a student is learning as compared to all other students. Therefore, it is important for students to understand the connection between the lesson standard and the measurable objectives, as well as the connection between the measurable objectives and the lesson routine. Key strategies should be utilized routinely to make these connections in every lesson.




DI I : PART I I


What is a standard?

A standard is . . .

What is a measurable objective?

A measurable objective is . . .

What are the similarities and differences of standards and measurable objectives?

A of standards and measur-able objective is . . .



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S TA N D A R DMEASURABLE

OBJECTIVEMEASURABLE

OBJECTIVEMEASURABLE

OBJECTIVE

A Standard . . .

• is a description of a high-level performance.

• is a basis of comparison.

• is a reference point against which things can be evaluated.

• is the ideal against which something can be judged.

• is a widely- and regularly-used public expectation.

• provides direction to a wide audience.

• tends to be summative and long-term.

• contains multiple measurable objectives.

To achieve comprehensive mastery of a standard, all objectives must be mastered. The rate of mastery and the number of objectives a standard may reflect is a function of both the complexity of the

standard and the aptitude, or learning rate, of the students.

Differentiating Standards and Measurable Objectives

A Measurable Objective . . .

• is a specific, measurable, and observable student behavior.

• is the description of the performance that learners should exhibit in order to demonstrate competence.

• is the intended result at the end of instruction— a lesson, a unit, a course, or a year.

• is directly derived from a standard.

• tends to be formative and short-term.

• should be benchmarked over time to determine where students are in their mastery of the standard.



DI I : PART I I


How are Content, Competence, and Context essential elements of a standard?

is an essential element of a standard because . . .


*NOTE: Not all standards identify the context or the product that will demonstrate mastery of the measurable objectives in the standard. If not, the objectives need to be reworked to identify the manner in which the students are to be assessed “at the end” of the learning. Context may range from inauthentic to authentic or from a multiple-choice test to a persuasive argument for a genuine audienceseeking a change of opinion or a result.

S TA N D A R D

CONTEXTHow will the students learn?

How will they show what they know?

CONTENTWhat will the students know?

COMPETENCEWhat will the students do to

show what they know?


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Essential Elements of a Standard



DI I : PART I I


What will the students know?

The students will know . . .

What will the students do to show what they know?

To show what they know, the students will . . .

How will the students learn?

The students will learn by . . .

How will the students show what they know?

The students will show what they know by . . .



DI I : PART I I

Content: What will the students know?

Essential KnowledgeContent is the knowledge a student must know at the end of a lesson,

a chapter, a unit, a year, or for life after school. It is the essential informa-tion, skill, or concept that defines a standard or a measurable objective. There can be many levels of difficulty, from simple discrete skills to broad, overarching, conceptual understanding.

Levels of Difficulty

CONTENT

Discrete information

Skills that can be transferred to more than

one situation

Concepts that can be applied across a broad spectrum

I know that the first letter of

each sentence is capitalized.

I know that in complete sentences subjects and verbs

agree.

I know that opinion pieces support a point of view with reasons

and evidence.



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Competence: What will the students do to show what they know?

Implications for Instruction Competence, a set of defined behaviors that can be identified, observed,

measured, and evaluated, is represented by a verb. The power of the verb on instruction lies in the ability of the teacher to:

It also lies in the ability of students to:

However, not all standards and objectives contain verbs that can be demonstrated. If students cannot demonstrate the verb in a standard or objective, a verb that is at the same level of Competence and is demon-strable must be used in the measurable objective.

• identify the verb in the standard,

• teach the verb during instruction,

• model the verb during instruction, and

• assess the verb in an aligned context.

• practice in a variety of ways,

• demonstrate mastery of the verb in an aligned context,

• retain the behavior, and

• transfer the behavior to similar or new situations.

KNOWLEDGE

COMPREHENSION

ANALYSIS

SYNTHESIS

EVALUATION

APPLICATION

COMPETENCE



DI I : PART I I

Competence Levels: The Power of the Verb!

Distinguishing the levels of Competence is key to aligning all Competence levels of the standards throughout instruction, challenging instructors to challenge the students in their thinking and their demonstration of the learning that has occurred. Consider the use of Bloom’s Taxonomy to assist in the development of lesson plans. Listed below are the six levels of Competence, an explanation of each, and a suggested list of corresponding verbs. Remember, always choose verbs that can be demonstrated.

KNOWLEDGE represents the lowest level of objectives. The definition of knowledge for this level is remembering previously learned material. The requirement is simple recall. The range of information may vary from simple facts to complex theories, but regardless of the complexity, knowledge is the cognitive level being utilized by the brain.

Examples of verbs or phrases to use to direct the desired learning task include: define, fill in the blank, identify, label, list, locate, match, memorize, name, spell, state, tell, and underline.

COMPREHENSION is the first step beyond simple recall. It is the first level at which we see demonstration and under-standing of information. It is the ability to comprehend, grasp, and interpret the meaning of material.

Examples of verbs or phrases to use to direct the desired learning task include: convert, describe, explain, inter-pret, paraphrase, put in order, restate, retell in your own words, rewrite, and summarize.

APPLICATION is the ability to show the pertinence of principles to different situations. At this level, students may apply concepts or methods to actual concrete problems. This thinking skill tells you that a student can transfer selected information to a life problem or a new task with a minimum of direction.

Examples of verbs or phrases to use to direct the desired learning task include: compute, conclude, construct, demonstrate, determine, draw, give an example, illustrate, make, show, solve, and use.

ANALYSIS requires more than knowledge, comprehension, and application. It also requires an understanding of the underlying structure of the material. Analysis is the ability to break down material to its functional elements for better understanding of the organization. Analysis may include identifying parts and clarifying relationships among parts. This thinking skill tells you that a student can examine, take apart, classify, predict, and draw conclusions.

Examples of verbs or phrases to use to direct the desired learning task include: categorize, classify, compare, contrast, debate, deduce, determine the factors, diagnose, diagram, examine, and specify.

SYNTHESIS requires the formulation of new understand-ings. If analysis stresses the parts, synthesis stresses the whole. Components of concepts may be reorganized into new patterns and new wholes. A student can originate, combine, and integrate parts of prior knowledge into a new product, plan, or proposal.

Examples of verbs or phrases to use to direct the desired learning task include: change, combine, compose, construct, create, design, find an unusual way, formulate, generate, invent, predict, produce, pretend, rearrange, reorganize, suggest, and visualize.

EVALUATION is the highest level of learning results in the hierarchy. It includes all the levels plus the ability to make judgments, assess, or criticize based on evidence and clearly defined criteria.

Examples of verbs or phrases to use to direct the desired learning task include: appraise, choose, compare, conclude, decide, defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, select, support, and value.



DI I : PART I I

Context is key!Context is the conditions that contribute to or impede

performances of mastery. It includes both learning/instruction and demonstration/assessment.

Spectrum of ComplexityContext includes the Why, the How, and the Where. It moves from

less complex to more complex, from contrived to authentic.

Context: How will the students learn?

CONTEXT

Discrete test to Project/multiple measures to Real world role

Individual seat work to Interaction with other learners to Real world audience

Alone at a desk to Group work to Real world outside of the classroom

WHy — The application for learning

HOW — The process for learning

WHERE — The setting for learning


Determining Level of ComplexityThe teacher intentionally determines the level of complexity based

on the measurable objective.

Context: How will they show what they know?


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DI I : PART I I


How does understanding the concepts of Content, Competence, and Context inform the writing of a measurable objective?

Understanding the concepts of Content, Competence, and Context informs the writing of a measurable objective by . . .



DI I : PART I I

When determining the measurable objectives in a standard, the Content, Competence, and Context must be in direct alignment with not only the standard but with each other. If these are not aligned the students’ demonstrations will not be authentic.

For example, if the verbs in a measurable objective are “design” and “produce,” then those are precisely the two processes that:

• students must demonstrate,

• teachers must help them learn, and

• must be assessed and reported.

Putting Content, Competence, and Context Together: Alignment is Critical


DECONSTRUCTED STANDARD

S TA N D A R D

Deconstructed Part:

Confirm that each deconstructed part of the standard includes a demonstration verb (Competence), and the specific information students should know (Content).

Identify the deconstructed part that will be taught (the teachable chunk).

Deconstruct the content standard by identifying the Content, Competence, and Context* of the standard.

Features of Measurable Objectives DI I : PART I I

Deconstructing a Standard

4.L5.0 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)

in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Demonstrate understanding of words by relating them to their opposites (antonyms)

and to words with similar but not identical meanings (synonyms).

Demonstrate understanding of figurative language

• Demonstrate understanding of figurative language

• Demonstrate understanding of word relationships

• Demonstrate understanding of nuances in word meanings

• Explain the meaning of simple similes in context

• Explain the meaning of simple metaphors in context

• Recognize and explain the meaning of common idioms

• Recognize and explain the meaning of adages

• Recognize and explain the meaning of proverbs

• Demonstrate understanding of words by relating them to their opposites (antonyms)

• Demonstrate understanding of words by relating them to words with similar but not identical meanings (synonyms)


MEASURABLE OBJECTIVE(S)

*NOTE: Not all standards identify the Context or the product that will demonstrate mastery of the measurable objectives in the standard. If not, the objectives

need to be reworked to identify the manner in which the students are to be assessed “at the end” of the learning. Context may range from inauthentic to

authentic or from a multiple-choice test to a persuasive argument for a genuine audienceseeking a change of opinion or a result.

Confirm that the conditions, situation, and materials for the demonstration align with the Competence level of the standard.

Determine if the verb can be demonstrated. If not, choose a demonstrable verb that aligns with the level of the verb in the standard.


Determine the specific information that the students should know in this deconstructed part.

Determine the Context* or product that the students will produce to “show what they know” as the culminating demonstration of their learning.

Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Features of Measurable ObjectivesDI I : PART I I

Constructing a Measurable Objective


demonstrate understanding of figurative language

by explaining the meaning of simple similes in context

Students will demonstrate understanding of figurative language by explaining the meaning of simple similes in context.



S TA N D A R D

Deconstructed Part:






1.L5.0 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a

large cat with stripes).c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare,

scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Demonstrate understanding of word relationships



• Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent

• Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

• Identify real-life connections between words and their use (e.g., note places at home that are cozy)

• Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) by defining or choosing them

• Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) by acting out the meanings

• Distinguish shades of meaning among adjec-tives differing in intensity (e.g., large, gigantic) by defining or choosing them

• Distinguish shades of meaning among adjectives differing in intensity (e.g., large, gigantic) by acting out the meanings











Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT



Demonstrate understanding of word relationships

demonstrate understanding of word relationships

by sorting words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent

Students will demonstrate understanding of word relationships by sorting words into categories to gain a sense of the concepts the categories represent.





S TA N D A R D

Deconstructed Part:




4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).

Understand a fraction a/b as a multiple of 1/b (a/b = a x 1/b)

• Understand a fraction a/b as a multiple of 1/b (a/b = a x 1/b)













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Understand a fraction a/b as a multiple of 1/b (a/b = a x 1/b)

represent a fraction a/b is a multiple of 1/b (a/b = a x 1/b)

use pattern blocks to create a visual fraction model

Students will represent a fraction a/b as a multiple of 1/b (a/b = a x 1/b) by using pattern blocks to create a visual fraction model.



S TA N D A R D

Deconstructed Part:






7.L5.0 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions)

in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to

better understand each of the words.c. Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).





• Interpret figures of speech in context

• Use the relationship between particular words to better understand each of the words

• Distinguish among the connotations (associations) of words with similar denotations (definitions)











Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT





by interpreting figures of speech in context

Students will demonstrate understanding of figurative language by interpreting figures of speech in context.



S TA N D A R D

Deconstructed Part:






7.RP.2a Analyze proportional relationships and use them to solve real world and mathematical problems.2. Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing the equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Decide whether two quantities are in a proportional relationship

• Decide whether two quantities are in a proportional relationship• Test equivalent ratios in a table• Graph equivalent ratios on a coordinate plane











Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT



Decide whether two quantities are in a proportional relationship

determine proportional relationships between two quantities

by testing for equivalent ratios in a table

Students will determine whether two quantities are in a proportional relationship by testing for equivalent ratios in a table.





S TA N D A R D

Deconstructed Part:




7.1. Students analyze the causes and effects of the vast expan-sion and ultimate disintegration of the Roman Empire.

2. Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

Identify geographical features of the borders of the Roman Empire at its height

• Identify geographical features of the borders of the Roman Empire at its height

• Identify and discuss the geographical factors that threatened the territorial cohesion of the Roman Empire at its height (as one cause of the disintegration of the Roman Empire)













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Identify geographical features of the borders of the Roman Empire at its height

identify geographical features of the borders of the Roman Empire

on a map representing the territory at its height

Students will identify geographical features of the borders of the Roman Empire on a map representing the territory at its height.





S TA N D A R D

Deconstructed Part:




Life Science 7.3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept:

c. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.

Understand independent lines of evidence from comparative anatomy provide a basis for the theory of evolution

• Understand independent lines of evidence from geology provide a basis for the theory of evolution

• Understand independent lines of evidence from fossils provide a basis for the theory of evolution

• Understand independent lines of evidence from comparative anatomy provide a basis for the theory of evolution













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Understand independent lines of evidence from comparative anatomy provide a basis for the theory of evolution

compare and contrast skeletal structures of humans (early and modern)

describe the differences and similarities using a three-way Venn diagram

Students will compare and contrast the skeletal structures (skulls) of two early humans (homo Erectus, homo Neanderthalensis) with that of modern humans and describe the differences and similarities using a three-way Venn diagram.




S TA N D A R D

Deconstructed Part:





9-10.L5.0 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.





• Interpret figures of speech in context

• Analyze the role of figures of speech in the text

• Analyze nuances in the meaning of words with similar denotations












Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT




by analyzing the role of figures of speech in the text

Students will demonstrate understanding of figurative language by analyzing the role of figures of speech in the text.





S TA N D A R D

Deconstructed Part:




G.CO.4 Experiment with transformations in the plane.4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Develop definitions of reflections in terms of angles, circles, perpendicular lines, parallel lines, and line segments

• Develop definitions of rotations in terms of angles, circles, perpendicular lines, parallel lines, and line segments

• Develop definitions of reflections in terms of angles, circles, perpendicular lines, parallel lines, and line segments

• Develop definitions of translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Develop definitions of reflections in terms of angles, circles, perpendicular lines, parallel lines, and line segments

formulatedefinitions of reflections in terms of angles, circles, perpendicular lines, parallel lines, and line segments

constructing reflections of shapes in Geometer’s sketch pad and describing how the shapes are transformed in terms of angles, circles, perpendicular lines, parallel lines, and line segments

Students will formulate definitions of reflections in terms of angles, circles, perpendicular lines, parallel lines, and line segments by constructing reflections of shapes in Geometer’s sketch pad and describing how the shapes are transformed.





S TA N D A R D

Deconstructed Part:




10.3. Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

Describe the patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution

• Describe the patterns of population growth in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution

• Describe the patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution

• Describe the growth of cities (settlement patterns) in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Describe the patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution

describethe patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution

the patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Indus-trial Revolution

Students will describe the patterns of rural to urban migration in England, France, Germany, Japan, and United States as an effect of the Industrial Revolution using a variety of maps and charts displaying information about human movement.





S TA N D A R D

Deconstructed Part:




Biology 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immi-gration, emigration, and death.

Compare and contrast the fluctuation of a population of organisms considering all four factors applied to the activities of that population

• Understand fluctuations in populations via birth rates

• Understand fluctuations in populations via immigration

• Understand fluctuations in populations via emigration

• Understand fluctuations in populations via death rates

• Compare and contrast the fluctuation of a population of organisms considering all four factors applied to the activities of that population













Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT

Compare and contrast the fluctuation of a population of organisms considering all four factors applied to the activities of that population

compare and contrast the four factors of fluctuation of a population of organisms

studying the raccoon population in Elysian Park, Los Angeles while considering all four factors applied to the activities of the raccoons

Students will compare and contrast the fluctuation of a population of organisms considering all four factors applied to the activities of that population by studying the raccoon population in Elysian Park, Los Angeles.



DI I : PART I I


S TA N D A R D

Deconstructed Part:







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Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT




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S TA N D A R D

Deconstructed Part:







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Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT




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S TA N D A R D

Deconstructed Part:






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Deconstructed Part:

CONTEXT*

by

COMPETENCE CONTENT



DI I : PART I I


How do you utilize Standards and Measurable Objectives in your classroom?

I utilize Standards and Measurable Objectives in my classroom by . . .

How do you assess your students’ mastery of the measurable objective for a standard?

I assess my students’ mastery of the measurable objective for a standard by . . .

Regarding Standards and Measurable Objec-tives, what are the teacher’s and the students’ responsibilities?

Regarding Standards and Measurable Objec-tives, the _______________ responsibilities are . . .

Regarding Assess Mastery, what are the teacher’s and the students’ responsibilities?

Regarding Assess Mastery, the _______________ responsibilities are . . .


STAGE 6: Assess Mastery

STAGE 1: Standards and Measurable Objectives

and Access Prior Knowledge

STAGE 2: Input

and ModelTeacher tells and does it. Students respond, watch, and listen.

STAGE 3: Structured PracticeTeacher and students do it together.

STAGE 4: Guided PracticeStudents do it. Teacher monitors and supports.

STAGE 5: Independent Practice Students do it. Teacher monitors.

Introduced

conFIrMed

reVISIted

Ensure student engagement through continuous checking for evidence of understanding

Repeat any stage, if needed


(Explained in Part III)


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Functions of a Lesson








STAGE 2: Input


Teacher:• posts the standard and the measurable

objective(s),

• deconstructs the standard by identify-ing the Content, Competence, and Context of the standard,

• discusses the standard and the measurable objective(s) with the students and makes connections between the Content, Competence, and Context in each, and

• asks students to tell their partners what they will be learning in the lesson using the measurable objective(s).

Students:• read the standard and the measurable

objective(s),

• watch and listen as teacher deconstructs the standard,

• discuss the standard and the measurable objective(s) with the teacher and partners and makes connections between the Content, Competence, and Context in each, and

• tell partners what they will be learning in the lesson using the measurable objective(s).



Introduced

reVISIted

conFIrMed




DI I : PART I I









STAGE 2: Input


Teacher:• prompts students to demonstrate

mastery of the measurable objective(s) through speaking and/or writing,

• elicits evidence of mastery from the students,

• closes the lesson by connecting knowledge to the standard and the measurable objective(s),

• assesses the level of mastery for each student, and

• determines reteaching and enrichment needs.

Students:• demonstrate their level of mastery of

the measurable objective(s) by produc-ing evidence of mastery through speak-ing and/or writing, and

• confirm knowledge of the standard and the measurable objective(s).



Introduced

reVISIted

conFIrMed




DI I : PART I I




DI I : PART I I


According to Stephen Covey, what is the value of self-directed assessment?

According to Stephen Covey, the value of self-directed assessment is . . .



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Stephen Covey recognizes the importance of self-directed assess-ment, which he calls proactivity, by including it as one of the habits characterizing highly-effective individuals:

It means more than merely taking initiative. It means that as human beings, we are responsible for our own lives. Our behavior is a function of our decisions, not our conditions. We can subordinate feelings to values. We have the initiative and the responsibility to make things happen.

— The 7 Habits of Highly Effective People (1989),

Stephen R. Covey

The Value of Self-Directed Assessment



DI I : PART I I


Based on the characteristics of Standards and Measurable Objectives, assess your current level of DII implementation.

Based on the characteristics of Standards and Measurable objectives, my current level of DII implementation is . . .

In order to move to the next level of implementation, what are the next steps you will apply?

In order to move to the next level of imple-mentation, my next steps are . . .



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Characteristics Rubric

Standards and Measurable Objectives1. Standards and measurable objectives are posted and referenced throughout the lesson.

4Standards and measurable objectives are posted and referenced throughout the lesson (e.g., standard/objective is specifically introduced, deconstructed frequently and used to focus the lesson, referred to, repeated, and used to close the lesson).

3 Standards and measurable objectives are posted and referenced occasionally during the lesson.

2 Standards and/or measurable objectives are posted.

1 Standards and measurable objectives are not posted.

2. The demonstration of the learning is articulated, and students can explain how they will demonstrate their learning.

4The demonstration of the learning is well-articulated, and most students can explain how they will demonstrate their learning (e.g., students can explain and describe what they will do, what they will know, and what they will be able to do at the end of the learning and/or the end of the lesson).

3The demonstration of the learning is articulated, and some students can explain how they will demonstrate their learning.

2The demonstration of the learning is minimally articulated, and few students can explain how they will demonstrate their learning.

1 The demonstration of learning may or may not be articulated, and few or no students can restate their learning.

3. Student work is posted and reflects standards, difficulty, and complexity.

4A range of current student work is posted and the work is aligned to the difficulty and complexity of the standards.

3 Some current student work is posted and it reflects standards, difficulty, and complexity.

2 Few or non-current samples of student work are posted.

1 Student work is not posted.

4. Core curriculum is used appropriately.

4Core curriculum is used appropriately (e.g., student and teacher materials are fully utilized and ensure ALL students can demonstrate mastery of the content).

3Core curriculum is mostly used appropriately (e.g., student and teacher materials are mostly utilized and most students can demonstrate mastery of the content).

2 Core curriculum is somewhat used and some students can demonstrate mastery of the content.

1 Core curriculum is not used or is not used appropriately.



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Checking for Evidence of DII

Standards and Measurable Objectives – Scenario 1Mrs. Clark displays all standards that are being taught each week and their correlating measurable

objectives on the same bulletin board in her classroom. Using a three-column format, Mrs. Clark posts the pre-printed standard in one column, writes the measurable objective in the second column, and displays student examples of objective mastery in the third column.

While planning her lessons, Mrs. Clark uses her core curriculum to identify the standard and create the measurable objective. Then with “the end” in mind, she appropriately utilizes and modifies the core materials by making adjustments as needed so that practice items tightly connect to the measurable objective.

At the beginning of the lesson, Mrs. Clark clearly states the standard, explains that this is what the students will know by the end of the year, and chorally reads the standard with the students. Then she deconstructs the standard, drawing connections between the standard and the measurable objective, and chorally reads the measurable objective with the students. Finally, she asks them to pair/share the measurable objective with their partners and chorally reads the objective one more time.

During the lesson, Mrs. Clark frequently makes connections to and references the measurable objective. She also frequently asks students to tell her and their partners what they are doing to master the measur-able objective. By the end of the lesson each of her students can articulate what they are learning, why they are learning it, and how they show mastery.

Characteristic Level Evidence

1. Standards and measurable objectives are posted and referenced throughout the lesson.






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Checking for Evidence of DII

Standards and Measurable Objectives – Scenario 2Mr. Edwards displays all standards that are being taught each week on the left-hand side of his board. He

posts his daily objectives on the right-hand side of the board. While planning his lessons, Mr. Edwards uses his core curriculum to identify the standard and the

objective. Then with “the end” in mind, he utilizes the core materials with fidelity.At the beginning of the lesson, Mr. Edwards clearly states the standard, explains that this is what the

students will know by the end of the year, and chorally reads the standard with the students. Then he chorally reads the objective with the students.

During the lesson, Mr. Edwards occasionally makes references to the objective. At the end of the lesson he reads the objective, asks the students if they mastered it, and places a star by the objective. When asked, some of his students can articulate what they have learned, why they have learned it, and how they have shown mastery.

Characteristic Level Evidence

1. Standards and measurable objectives are posted and referenced throughout the lesson.






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Notes



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Prediction Log

Text: “Raising the Bar: Targeting Instruction Through Standards and Measurable Objectives”

Prediction

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Evidence

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Summary

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Raising the Bar: Targeting Instruction Through Standards and Measurable ObjectivesKit Marshall, Ph.D., CEO Action Learning Systems, Inc.

If the singular purpose of Direct Interactive Instruction is to ensure that instructional time optimizes student learning opportunities, then the impact of Standards and Measurable Objectives on the factors of Academic Learning Time must be considered. Clearly communicated standards and measurable objectives increase Allocated Time, Engage-ment Rate, and Success Rate by providing a focus for teachers and students. This clarity of focus begins when the expected learning result is identified, used in the planning of a lesson, and communicated and implemented throughout the delivery of a lesson.

The Essential ElementsClarity of focus begins with the analysis of standards and measur-

able objectives and with an understanding of the similarities that they share. Both standards and measurable objectives are made up of three key elements:

• Content is the information a student must know at the end of a lesson, a chapter, a unit, a year, or life after school. Content progresses in difficulty from discrete information that is prereq-uisite (e.g., phonemes, parts of a plant, etc.) to more complex skills that can be transferred to more than one situation (e.g., multipli-cation facts, summarizing, etc.) to concepts that can be applied across a broad spectrum (e.g., problem solving, opinion pieces supporting a point of view with reasons and evidence, etc.).

Notes1. Why is it important to begin with a

focus for each lesson?

2. What are the three key elements that make up standards and measurable objectives?

Content+Competence+Context

A Standard or Measurable Objective



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• Competence is a set of defined behaviors that can be identi-fied, observed, measured, and evaluated. It is represented in standards and measurable objectives by the verb. Competence indicates what students will DO with the content, describes the level of complexity at which students work, and identifies the difficulty of the task. In this way, when students “show what they know” the verb—which must be demonstrable—identifies the level of performance to look for in the display of learning. If the competence level changes, the standard or measurable objective changes, even if the content remains the same.

• Context is the conditions that contribute to or impede perfor-mances of mastery which include both learning/instruction and demonstration/assessment. Context includes the “Why” (the application for learning and doing), the “How” (the process for learning and doing), and the “Where” (the setting for learning and doing), and it can range from inauthentic to authentic. For example, students’ mastery can be assessed by completing a ten-item assessment at their desks or students may be involved in a community project that requires them to solve an environ-mental issue. When students are asked to demonstrate their learning across a wide variety of contexts and for different audiences, learning will be deeper, more motivating, and longer-lasting.

These three elements represent the teachable, observable, and measurable “proof of learning” in a standard or a measurable objective (see Figure A on page 92). However, depending on the level of complexity, a standard can have multiple instances of each or all of these elements, while the measurable objectives should only have a limited number of instances because they represent smaller parts of that standard.

Notes3. Why should the verb be

demonstrable?

4. What do Content, Competence, and Context represent in a standard or a measurable objective?



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Differentiating CharacteristicsWhile standards and measurable objectives share similarities,

they have characteristics that differentiate themselves from each other and serve different purposes. The differences between stan-dards and measurable objectives lie primarily in their significance to future learning and to the complexity of the demonstration required for mastery. A standard is a reference point against which something can be judged, while an objective is the description of a performance learners exhibit to demonstrate mastery.

Standards encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level (California Department of Education). Standards often contain several objectives and are more complex than a single objective. Standards should reflect high expectations for ALL students and are intended to represent the public expectation and a basis of comparison. They are long-term, summative, and usually assessed during high stakes testing—often at the end of the year. Because most standards are dense and define the Content, Competence, and Context students need to know and exhibit as a whole by the end of a school year, mastery of the standards does not happen all at once. Standards should be broken or deconstructed into smaller, teachable parts to effectively and efficiently guide day-to-day interactions.

Measurable objectives are specific, measurable, and observable. They contain limited pieces of Content, a demonstrable Competence

Notes5. What is a differentiating

characteristic between a standard and a measurable objective?

6. Why should standards be deconstructed?

*NOTE: Not all standards identify the context or the product that will demonstrate mastery of the measurable objectives in the standard. If not, the objectives need to be reworked to identify the manner in which the students are to be assessed “at the end” of the learning. Context may range from inauthentic to authentic or from a multiple-choice test to a persuasive argument for a genuine audienceseeking a change of opinion or a result.

S TA N D A R D

CONTEXTHow will the students learn?

How will they show what they know?

CONTENTWhat will the students know?

COMPETENCEWhat will the students do to

show what they know?

Figure A



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level, and a Context that both aligns to the Competence level and describes how students will show what they know. Measurable objectives represent the various steps toward standards mastery and the criteria and evidence to be collected in order to ensure that students are making progress (Jackson, 2009). They can be considered the teachable and measurable chunks of student learning and behavior for a standard. Therefore, the formative mastery of each of the measurable objectives results in summative mastery of the standard (see Figure B).

Impact on Lesson Planning and DeliveryInstruction that is focused on measurable objectives is instruction

that is focused on a result—something students can demonstrate when an instructional event is over. Measurable objectives represent the final destination in a lesson.

Before the lesson is prepared, it is imperative to have a clear idea of what the learning intentions are. What, specifically, should a student be able to do, understand, or care about as a result of the teaching (Hattie, 2009)? By identifying measurable objectives, lesson planning becomes more effective because every piece of the lesson is focused on student mastery of the measurable objective. Use of extra-neous materials can be avoided by staying focused on the measurable objective. This “laser beam” focus increases Allocated Time by the removal of superfluous material, thereby maximizing Academic Learning Time.

Focus on standards and measurable objectives is critical in lesson planning, but it is only part of the equation. It is essential that the standards and measurable objectives be integral to the lesson. The standard provides the long-term purpose of the measurable objective, while the measurable objective clearly communicates the short-term expectations of the lesson to the students. Students know from the beginning what they will be learning, why they are learning it, and

Notes7. How do measurable objectives

influence mastery of standards?

8. Why should a measurable objective be identified for every lesson?

S TA N D A R DMEASURABLE

OBJECTIVEMEASURABLE

OBJECTIVEMEASURABLE

OBJECTIVE

Figure B



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how they will be expected to demonstrate mastery. This knowledge not only reduces stress because expectations are clear, it also gives students purpose for and ownership of their learning.

Each of the measurable objectives must be explicitly taught, practiced, and assessed during a lesson. In this way, students will demonstrate their learning at key points as the teacher checks for understanding, reteaches if needed, and keeps the lesson moving with routines and active engagement. The continuous checks for evidence of understanding provide the teacher opportunities to assess the impact of instruction during a short period of time, avoid negative transfer by the students, and determine where reteaching is needed, student by student.

There are many ways of ensuring that students are clear about the standard and measurable objective at the beginning of the lesson, at key points in the lesson, and at the end of the lesson:

• Standards are posted over many lessons, while the specific measurable objectives are posted under the standard, clarifying what students will master during a lesson.

• Students are shown how a standard and measurable objective are connected by deconstructing the standard’s Content, Competence, and Context and by making connections to those same elements in the measurable objective.

• The academic language of the standard is used in the measurable objec-tive and the action verbs are taught directly: “Identify means to look for and find. . .” or “Comparing and contrasting is a thinking strategy that . . .”

• Standards and measurable objectives are clarified at the beginning of the lesson and are referred to throughout the lesson each time the measurable objective is addressed so that they aid and are integral to instruction.

• Students demonstrate their understanding of the measurable objective at key points during the lesson and can show what they know at the end of the lesson in a final, culminating demonstration of their learning.

Maximizing Academic Learning TimeIt’s all about focus—focus on the elements of a standard and the

focus of a lesson to help students master the measurable objective. As a component of Direct Interactive Instruction, Standards and Measur-able Objectives provides the focus for instruction. It is the bookends of instruction, the beginning goal and the ending demonstration. It provides the instructional target that teachers focus on, which in turn allows for an increase in Allocated Time and Success Rate that ulti-mately maximizes Academic Learning Time and achievement for ALL.

Notes9. What type of language is used

in measurable objectives?

10. Why is Standards and Measur-able Objectives a key component of Direct Interactive Instruction?



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Reflection

Under-the-Surfacehow, why, would, could and should

On-the-Surfacewho, where, when, and what happened

Subject Notes

The Essential Elements

Differentiating Characteristics

Impact on Lesson Planning and Delivery

Maximizing Academic Learning Time

Information Log

Text: “Raising the Bar: Targeting Instruction Through Standards and Measurable Objectives”

Reflection


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What do I keep doing? What do I start doing? What do I stop doing?

Reflection Standards and

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