Learning Goals and Objectives

1. Learning Goals and Objectives York College Toby Boss ESU 6

2. Craft Knowledge

3. Professionals in any field… • Act on the most current knowledge that defines their field. • Are client-centered and adapt to meet the needs of the individuals whom they serve. • Are results oriented. • Uphold the standards of the profession in their own practice and through peer review (Wiggins and McTighe, 2006)

4. Expert PerceptionsDeanna Burney, 2006 • Educational research is shared only haphazardly among teachers. • Teachers do not, as a body, share an authoritative, proven understanding of the work they do. • Craft knowledge is confined to isolated classrooms. • The education system does not invest in the cultivation and dissemination of craft knowledge.

5. Expert PerceptionsRichard Elmore • Education is a profession without a practice. • We haven’t developed a clear sense of what we do, and how it relates to our core mission. • It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom. • We need a systematic answer to the question of how we do what we do.

6. Expert PerceptionsWiggins & McTighe • A weakness of our craft is that we do not require faculty to justify their teaching methods, course designs, and assessments against a set of principles. • Teachers can be thin-skinned when questions are raised about their practices. • When students fail to learn, some teachers end up blaming the students, without an honest investigation of where the student fault ends and teacher responsibility begins.

7. Educational Practice • We must develop and nurture a practice in our profession. • Collaboration and peer review is the model in all other professions. • We need to develop an open, collaborative system about our practice, as opposed to private practice.

8. Craft Knowledge • Name it. • Describe it. • who, what, when, how • Say why it’s good. • why “…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.” (Burney, 2006)

9. Craft Knowledge Record

10. Craft Knowledge • Think – What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Pair – Discuss your ideas. • Share – Share one idea when prompted. Record craft techniques that you want to remember! Share on the EIS wiki at http://esu6eis.wikispaces.com

11. Craft Technique: Getting Attention • It will be difficult to engage students in a variety of activities if a class can’t be efficiently brought back to the teacher’s attention

12. Four Part Attention Signal

13. Four Steps: • Wrap-up – give a cue that it is time to finish the conversation or activity • Go to the same place in room • Pair verbal and non-verbal (countdown, hand up) • WAIT

14. Objectives

15. “You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction.”Alvin Toffler

16. Literature Framework Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2007). Schooling by design. Alexandria, VA. Association for Supervision and Curriculum Development.

17. Essential Adapted from McTighe & Wiggins Nice to Know Supplemental

18. Transfer • Apply learning to new situations not only in school, but also beyond it. • The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school. • Learn now to apply lessons to later challenges.

19. Enduring Understandings • An important inference, drawn from the experience of experts, stated as a specific and useful generalization. • Refers to transferable, big ideas having enduring understanding beyond a specific topic. • Involves abstract counterintuitive and easily misunderstood ideas.

20. Enduring Understandings • Is best acquired by “uncovering” (i.e., it must be developed inductively, co-constructed by learners) and “doing” the subject (i.e., using the ideas in realistic settings and with real-world problems). • Summarizes important strategic principles in skill areas.

21. The facts A body of coherent facts Verifiable claims Right or wrong I know something to be true I respond on cue with what I know The meaning of the facts The “theory” that provides coherence Fallible, in-process theories A matter of degree I understand why it is true I judge when to use what I know Knowledge vs Understanding

22. Essentials • Think of essentials as a job description

23. What are learning goals or essential learnings? A learning goal (essential learning) is a statement of what students will understand and/or be able to do. For example: • Students will understand direct and indirect democracies. • Students will be able to do three-column addition.

24. LEARNINGGOALS • As a result of what we do today, you will: • Understand……… • Be able to……………… • Today’s assignment • Read pages 12-16 • Complete 10 equations • Finish writing paragraph ACTIVITIES

25. Learning Goals or Activities/ Assignments? • 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 pagination and 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 rocks. • Students will understand how the Borgia family influenced the Renaissance. • Students will understand that matter is made of up of atoms and that atoms, in turn, are made up of sub-atomic particles. • Students will write a paper describing the relationships among atoms and sub-atomic particles.

26. What are the criteria for essential? • Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?) • Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?) • Inquiry, critical thinking, inferences, problem solving • Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.) Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

27. Essential Learning Process • What is it that you promise your students will learn? • If a parent asked “what will my child learn in your class” - what would you say? • List about 10 concepts in your group for your grade. • Refer to state standards/frameworks when applicable

28. Focus • Focus your list on content and skills, not on student behavior or dispositions. • Focus on the “What” and not the “How.”

29. Sharing Objectives • Do your students know the objective(s) for the day? • The brain needs to make meaning of content. • Try this example – fill in the blanks

30. The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

31. Now try this... • Objective: • Identify issues that poultry farmers face.

32. The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

33. The questions that poultrymen face as they raise chickensfrom incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosisarise any time after the egg stage to later life. Experts recommend that young chicksshould have plenty of sunshineand Nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost.

34. Objectives(learning targets, outcomes, learning goals, benchmarks, goals, purpose) • Express what students should know (declarative) or be able to do (procedural) at the end of a learning episode • What should they know / be able to do? • How will they show me their learning?

35. Sharing Objectives(learning targets, learning goals, benchmarks, goals, purpose) • Stated explicitly very early in the lesson • Feedback tied closely to objectives • Clear purpose explained to students • relevance to students previous or future learning, current experience (sense & meaning) • Extensions: • students prioritize, set personal goals, paraphrase, etc.

36. Partners A & B • Discuss why sharing clear objectives with students is important. • What are ways you can share objectives?

37. Information Processing Model (Sousa, How the Brain Learns, 2007, p. 39)

38. Does this new learning make sense? Does this new learning have meaning? My brain asks…

39. Primacy-Recency EffectSerial Positioning • During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle. • P 90 Sousa

40. If the rectangle below represents a period of time when learning will occur, when does the best learning occur?

41. Graph from How the Brain Learns by David Sousa

42. Amount of Prime Learning Time • 20 minute episode • 18 prime time (90%), 2 down time • 40 minute episode • 30 prime time (75%), 10 down time • 80 minute episode • 50 minute time (62%), 30 down time

43. So why is it necessary to change up instruction? As your brain gets numb-er Your brain gets dumber The brain can learn only what the butt can endure.

44. Changing STATESChange up instruction 5-10 min. for pre-adolescents, andEvery 10-20 minutes for adolescents into adults.

45. Thinking About It • Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you? • Because the brain needs a chance to refocus and start again. • When you stand up blood flow to the brain increases.

46. Synapses or Brain BreaksJudith Willis • Change activates and turns on different parts of the brain. • Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time. • Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild. • Brain breaks (synapses) help to replenish.

47. Trumps • Movement – Sitting • Talking – Listening • Images – Words • Writing – Reading • Shorter – Longer • Different -- Same (Bowman, “The Six Trumps Slide Set” available 8.15.12 from http://bowperson.com)/

48. Frequent Checks for Understanding • What: • teacher solicited, observable evidence of student understanding or processing of new information • student response to instruction (must say, write, do) • Why: • appropriate adjustment of instruction (differentiation) • increase focus • long-term memory requires reorganization / accurate practice of new information

49. APL (Sharer, Anastasio, & Perry, 2007, p. 87-88) 10-2 (5-1) Ratio • For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). • All students • Overt participation • Directly related to objective • “Pause Procedure”

50. Primacy-Recency Effect • During a learning episode we remember best that which comes first, second best that which comes last and least that which comes just past the middle. • Applies from the time period from state change to state change.