Unpacking the Frameworks

1. Unpacking the Frameworks Lisa Carter Video Constructing a Learning Objective Z Chart (Pages 76-78) We�ve never really provided the training and follow-up with support on how to write behavioral objectives � learning objectives. Teachers are doing the best they know how to do. If we want to change what the teachers do�we have to change what they know�.this z chart will give them an understanding on how to construct a learning objective. That is what this next piece is! Show video.We�ve never really provided the training and follow-up with support on how to write behavioral objectives � learning objectives. Teachers are doing the best they know how to do. If we want to change what the teachers do�we have to change what they know�.this z chart will give them an understanding on how to construct a learning objective. That is what this next piece is! Show video.

2. Practice: Constructing a Learning Objective Divide chart paper into 4 sections; list everything you recall that goes in each of the four boxes. When completed, compare with two other tables. (6 minutes) Blooms translates into writing clear learning goals for students�.the box�cut into four sections�.every objective has 4 major sections�.behavior and a learning from being very general to becoming specific Bx 1 General Behavior- thinking box-at what level do I want my students thinking � only words in box one are blooms words Bx 2 General Learning � Unit/Strand�broader area with the course area�mammals�government�fraction�comprehension Bx 3 Specific Behavior � �doing� box�what do I want my students doing that show what they are thinking�..VERBS only � when students �do the verb� it shows they can do it at the appropriate level Bx 4 Specific Learning � specific content within the strand � what about __fractions___ are students to know, understand, apply Z chart � goes from Bx 1>2>3>4�..if Bx 1 changes then so must the verb in Bx 3�box 4 learning won�t change�the level of thinking will Ex The learner will demonstrate their knowledge of mammals by listing 5 characteristics of mammals. When Box 1 changes�Box 3 must change! Boxes 2 and 4 remain constant.Blooms translates into writing clear learning goals for students�.the box�cut into four sections�.every objective has 4 major sections�.behavior and a learning from being very general to becoming specific Bx 1 General Behavior- thinking box-at what level do I want my students thinking � only words in box one are blooms words Bx 2 General Learning � Unit/Strand�broader area with the course area�mammals�government�fraction�comprehension Bx 3 Specific Behavior � �doing� box�what do I want my students doing that show what they are thinking�..VERBS only � when students �do the verb� it shows they can do it at the appropriate level Bx 4 Specific Learning � specific content within the strand � what about __fractions___ are students to know, understand, apply Z chart � goes from Bx 1>2>3>4�..if Bx 1 changes then so must the verb in Bx 3�box 4 learning won�t change�the level of thinking will Ex The learner will demonstrate their knowledge of mammals by listing 5 characteristics of mammals. When Box 1 changes�Box 3 must change! Boxes 2 and 4 remain constant.

3. Practice: Constructing a Learning Objective Page 77 For the Learning Objectives listed on this page, write (on large chart paper) in Z-square format, the corresponding word/phrase in each of the 4 boxes. (5 minutes) Check your work! Compare to table next to you. Questions? Uses the Learning Objective page from Lisa�s handout. Bx 1 Synthesis Bx 2Nutrition Bx 3 Design Bx 4 Well balanced meal Do the same thing for each one listed Note the one that reads �Create a model of the solar system��what did everyone put in boxes 1 & 3? Discussion that you can�t always just go by the verb� Talk about if there were any differences��.box two�is broad so it is interpreted differently�nutrition could be health or science Q differences in box one or three�.solar system � knowledge�based on ordering planets versus know anything about it�just replicating? Can�t just go by the �verb� but must look at the rest of the objective to determine the level of blooms! It�s not about who is right; it�s about the teachers looking at the frameworks/verbs and having discussions like this�to create a deeper understanding of what our students are to learn and the complexity to which they are to learn it. Uses the Learning Objective page from Lisa�s handout. Bx 1 Synthesis Bx 2Nutrition Bx 3 Design Bx 4 Well balanced meal Do the same thing for each one listed Note the one that reads �Create a model of the solar system��what did everyone put in boxes 1 & 3? Discussion that you can�t always just go by the verb� Talk about if there were any differences��.box two�is broad so it is interpreted differently�nutrition could be health or science Q differences in box one or three�.solar system � knowledge�based on ordering planets versus know anything about it�just replicating? Can�t just go by the �verb� but must look at the rest of the objective to determine the level of blooms! It�s not about who is right; it�s about the teachers looking at the frameworks/verbs and having discussions like this�to create a deeper understanding of what our students are to learn and the complexity to which they are to learn it.

4. Practice: Constructing a Learning Objective W.4.3.11 Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure. Format on Page 78 Use large chart paper; put the corresponding words/phrases in each Z-Chart box. Is this a clear learning objective? If not, then rewrite as a learning objective. Post then Facilitator Carousel W � Writing; 4 � Strand; 3 � Grade; 11 � number of specific SLE Facilitator asks what everyone has in box 2, then box 4�the general and specific learning; then box 1 and box 3. Ask how many teams felt that the SLE was written as a clear, measurable objective; then how many re-wrote it. Get some feedback as to why some re-wrote it�have a table or two read what they re-wrote. Then, can take a look at this SLE in the new ELA alignment doc to see what the alignment team did with this SLE. A good time to talk about the work of the NWA alignment teams � that the alignment docs are a �work in progress�; we�ll want to gather feedback throughout the year for revisions. Not everyone agreed with everything; it was a consensus process�what we could all live with so that students would have consistent curriculum. **Point out that a team did this for every SLE for LA, Math and Sci �.came to consensus about what they could live with�..look at what the group said about that SLE � Note teacher aligned with convention standards left as it was...and wrote a task analysis�.check to see how many agreed that it could be left as written�.you will come up with the same type of disagreement� We�re going to go with them as they are in the document this year�teachers should keep notes so we can look at this again at the end of the year�.this is a continuous Improvement Cycle! W � Writing; 4 � Strand; 3 � Grade; 11 � number of specific SLE Facilitator asks what everyone has in box 2, then box 4�the general and specific learning; then box 1 and box 3. Ask how many teams felt that the SLE was written as a clear, measurable objective; then how many re-wrote it. Get some feedback as to why some re-wrote it�have a table or two read what they re-wrote. Then, can take a look at this SLE in the new ELA alignment doc to see what the alignment team did with this SLE. A good time to talk about the work of the NWA alignment teams � that the alignment docs are a �work in progress�; we�ll want to gather feedback throughout the year for revisions. Not everyone agreed with everything; it was a consensus process�what we could all live with so that students would have consistent curriculum. **Point out that a team did this for every SLE for LA, Math and Sci �.came to consensus about what they could live with�..look at what the group said about that SLE � Note teacher aligned with convention standards left as it was...and wrote a task analysis�.check to see how many agreed that it could be left as written�.you will come up with the same type of disagreement� We�re going to go with them as they are in the document this year�teachers should keep notes so we can look at this again at the end of the year�.this is a continuous Improvement Cycle!