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Design Question #1

Design Question #1. Make distinction between learning goals and activities; K now U nderstand and Able to D o Students identify goals Students friendly goal writing Assess using formative approach Students chart progress Celebrate growth. Declarative and procedural….

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Design Question #1

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  1. Design Question #1 Make distinction between learning goals and activities; Know Understand and Able to Do • Students identify goals • Students friendly goal writing • Assess using formative approach • Students chart progress • Celebrate growth

  2. Declarative and procedural…

  3. Declarative and procedural…

  4. Declarative and procedural… STUDENT FRIENDLY GOAL WRITING I can ________________________________________________ I can ________________________________________________ By the end of the unit I will understand _____________________ and be able to ________________________________________ By the end of the unit I will understand ___________________________ and be able to ______________________________________________ What I… Know Understand & Able to Do

  5. Learning Goals Why are clear learning goals important? How do you communicate your learning goals to your students? How do you know the students know your learning goals? One way I provide feedback regarding learning goals to my students is…

  6. How’s my progress toward the goal?

  7. Learning goal vs. activity Is it a learning goal? Is it an activity? Can it be both a learning goal and activity?

  8. Learning goal or activity Following are statements from different subject areas. Some are more clearly learning goals; others are more clearly activities or assignments. After each statement, identify whether it is better classified as a learning goal or an activity or assignment. • Students will be able to recognize the protagonist, theme, and voice of a piece of literature. ________________________________________________________________ • Students will produce a book report on a book of their choice, including a table of contents, with proper format throughout. ________________________________________________________________ • Given a set of coordinates, students will be able to graph the slope of a line. ________________________________________________________________ • Students will compare and describe the slopes of two lines. ________________________________________________________________ • Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock. ________________________________________________________________ • Students will understand how the Borgia family influenced the Renaissance. ________________________________________________________________

  9. Students need frequent feedback about their performances as compared with clear, objective standards – not as compared with the performance of their peers. - Douglas Reeves

  10. Try this challenge (groups of 3 or 4) Goal vs. Activity Will you reach the goal?

  11. Challenge… • Goal: Understand the importance of working in a group to benefit from different strengths of group members. • Goal: Demonstrate thinking and problem solving skills in a group setting. • Activity: In a group of 3 or 4, solve the word problems on the following slide as quickly as possible. ………….ready, set, GO

  12. Solve the following… • What is the four digit number in which the first digit is one-fifth the last, and the second and third digits are the last digit multiplied by 3? • Jane went to visit Jill. Jill is Jane’s only husband’s mother-in-law’s only husband’s only daughter’s only daughter. What relation is Jill to Jane? • Which of these words is least like the others? The difference has nothing to do with the vowels, consonants or syllables: MORE, PAIRS,ETCHERS, ZIPPER • Tabitha likes cookies, but not cake. She likes mutton but not lamb, and she likes okra but not squash. Following the same rule, will she like cherries or pears? • There is at least one 9 letter words that contains only one vowel. What is it?

  13. Design Question #1 1.) Learning Goals declarative and procedural student friendly language 2. )Tracking Students Progress motivation through tracking 3. )Celebrating Success! We’ll emphasize… Feedback while the learning occurs Formative assessment Rubrics to set expectations Student perspective Staff Development Recommendation #1

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