Student Learning Objectives (SLO)Resources for

Science

1

Why SLOs?

Teachers who developed high-quality SLOs produced better student achievement gains

A Quality Control Toolkit for Student Learning Objectiveshttp://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/slo-toolkit.pdf (p. 5)

Why SLOs?

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Improved Student Outcomes

Teacher Practice

Student Growth and

Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom only)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives

Hawaii Department of Education 4

SLO Process—start with the Learning

Goal1. Identify

the learning

goal

2. Develop or select

assessment(s)

3. Establish targets based

on data

4. Plan instruction

5. Receive initial

approval

6. Implement

the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determine next steps

Learning GoalResources for Science

• Describes what students will be able to do in a semester or year

(What specific knowledge and skills should students acquire within your content area?)

• Reflects content standards and supports BIG ideas

• Focuses on students and what they will learn

Learning GoalResources for Science (continued)

• Rationale—why was this goal selected? • Must be expansive and overarching (broad enough

to teach over the period of instruction)EXAMPLES FOR SCIENCE:– Standard 1: Scientific Investigation– Standard 2: Nature of Science

• Can be appropriately and adequately assessed over semester or year

Learning GoalResources for Science (continued)

• Is important, meaningful, achievable, and ambitious

• SLOs should be at a minimum of a Depth of Knowledge (DOK) level 2

• Aim high--If there are DOK level 3 or 4 targets for the course or grade level, use those

Depth of

Knowledge (DOK)Levels

Learning Goal Sample

Gr. 8: Learning Goal: Students will develop a hypothesis (using Earth and Space Science content standards/benchmarks listed in SLO) that will be based on observations and questions. To test their hypothesis, students will design and conduct a controlled experiment. They will then communicate significant components of their experimental design and results, including the link between evidence and conclusion.

Big IdeaResources for Science

• What powerful concept or theme helps us make sense of things?

• Focus is on content (not students)• Declarative statement• Helps answer: “Why does it matter?”

Big Idea--Samples

• Helpful hint: Big Ideas/Major Understandings can be found in the HCPS III Benchmark Maps

• Gr. 4—The adaptations of an organism allow it to survive in an environment

• Gr. 7—The goal of scientific inquiry is to understand and explain the natural world

• Biology (high school)—Matter and energy cycle through organisms and the environment

HCPS III Benchmark maps for Science

Targets

• Describe at least 3 data sources to establish starting point for measuring student learning progress towards SLO Learning Goal

• Use data to determine students’ placement in performance groups at the beginning of the term

• Identify performance groups and which students are in each performance group (2-4 performance groups based on the starting point data)

• Establish and differentiate performance expectations for each performance group by the end of the instructional period

Targets (CONTINUED)

• Identify the expected outcomes by the end of the instructional period for student performance groups

• Consider developing targets for students that have already met standards

• Growth for ALL students• Set rigorous, realistic, and attainable expectations for the

performance of each student performance group on selected high-quality assessment(s)

• Rationale: Why were these goals set?

Assessments, Scoring & CriteriaResources for Science

• Assessments should measure the knowledge and skills found in learning goal

• Examples of assessments and rubrics• Multiple assessment methods• Choose appropriate assessment to measure target• How often will informal assessment data be collected to

monitor student progress toward learning goal?• Use Quality Assessment Criteria checklist found in SLO

Planning Document

Formative Nature of the SLO Process

Formative instructional practices along the wayare key to success of the SLO

Define Clear Learning Targets

Determine Evidence &

Criteria

Plan Learning Experiences Based on Student Needs

Elicit Evidence Of Learning

Analyze Evidence & Provide Feedback

Plan Instructional Modifications or

Next Steps

Scaffold New Learning & Close

the Gap

Formative InstructionProcess

Instructional StrategiesResources for Science

• Describe key instructional strategies that are planned to help all students make progress towards the learning goal

• Appropriate and evidence-based• Use best practices to address ALL learner needs• Specifically address gaps in learning to guide

students toward the learning goal

Instructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

Identifying Similarities and Differences

• Use the process of comparing, classifying, and using metaphors and analogies.

Summarizing and Note Taking • Provide teacher-prepared notes using a variety of formats, and graphic organizers.

• Teach students a variety of summarizing strategies.• Engage students in reciprocal teaching.

Reinforcing Effort and Providing Recognition

• Teach students the relationship between effort and achievement.• Provide recognition aligned to performance and behaviors.

Homework and Practice • Establish and communicate homework policy.• Design assignments that support academic learning.• Provide timely feedback.

Nonlinguistic representations • Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

Instructional Strategies--Samples

Instructional Strategies(Marzano, et al., 2001)

Recommendations for Classroom Practices

Cooperative learning • Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).

• Combine cooperative learning with other classroom structures.

Setting objectives and providing feedback

• Set and communicate objectives that are specific and flexible. • Include feedback elements of both positive interdependence and

individual accountability.

Generating and testing hypotheses

• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.

• Ask students to explain their hypotheses and their conclusions.

Cues, Questions and Advanced Organizers

• Use explicit cues.• Ask inferential and analytical questions.• Use stories, pictures, and other introductory materials that set the

stage for learning.• Have students skim materials before the lesson.• Use graphic organizers.

Resources • Hawaii SLO Science LiveBinder:http://www.livebinders.com/play/play?id=931189

Contains this PowerPoint and resources (assessments, learning goals, big ideas, baseline data, and sample SLOs)

Last Words . . .

• Find SLO buddies to work with—ask questions, share, collaborate, and commiserate

• Look for resources and examples (see LiveBinder)• Keep it simple and use the “Rubric for Rating the

Quality of SLOs” as your guide• Go to the EES Website for SLO resources: http://

doeohr.weebly.com• Remember that this is a learning experience and a

work in progress . . .