TEI Curriculum and Instruction Fall 2010

1. TEI Curriculum and InstructionFall 2010 Instructor: LaRae Blomquist lblomqui@egusd.net

2. Learning Objective: The teacher candidate will be able to… • describe the general structure of his/her content area standards. • differentiate between learning objectives and agendas/standards/ activities. • create a clear learning objective based on a specific content standard.

3. Examining Standards What is the structure? How do they vary between content areas?

4. Identify the structure… • No content area standards look quite like another. • However, they DO have some common features. • The following terms are used to describe the parts of your standards—but not all will apply to everyone: Domain Strand (Substrand) Standard (Substandard)

5. Identify the structure… • Look at the physical layout of your standards—much in the way you might direct students to look at their texts. • Use the following visual cues to determine which terms (domain, strand, substrand, standard, substandard) apply to your content area standards. • What size is the font? Is it bold font? Is it centered or left justified on the page? Is it a heading or a complete sentence? Is it indented? Does it seem to direct students to learn a specific fact or task? Does it simplify or chunk a learning task?

6. Reflective Notebooks • Date today’s entry and label it “Examining Standards/Learning Objectives.” • After you have identified the structure of your standards, work in your triads to compare standards. • Create a Venn diagram with either 2 or 3 interlocking circles (depending on how many different content areas are represented in your group) to compare/contrast. • Below your completed Venn diagram, write a paragraph summarizing what you learned that would be significant to your teaching situation.

7. Examining Standards-Did we answer our key questions? What is the structure? How do they vary between content areas?

8. Learning Objectives What’s the data say? How do we clearly communicate learning objectives to students?

9. Communicating Learning Objectives OR

10. Foundational Research The increased student achievement rate ranged between 18-41% when teachers communicated narrow, focused learning objectives. (Marzano, Pickering, and Pollock, 2001) The higher percentages were achieved when students were encouraged to set personalized goals in correlation with the unit objectives.

11. Benefits of Communicating Learning Objectives: When students recognize they are acquiring intentional daily skills, there is more relevance and motivation (Arter, Chappuis & Stiggins, 2003). Clearly defined objectives influence the validity of assessments (Mager, 1984). Clearly communicated learning objectives help parents to understand what the letter grades mean (Arter, Chappuis & Stiggins, 2003).

13. Writing Learning Objectives

14. 3 Parts to a Learning Objective Stem Active Verb Content or Skill

15. Step One: Create the Stem While a unit learning objective may be broader, a focused daily objective is meant to be student-friendly and immediately applicable. The student will be able to… The learner will… You will be able to…

16. Learning Objective - Stem • The teacher candidate will be able to… • describe the general structure of his/her content area standards. • differentiate between learning objectives and agendas/standards/ activities. • create a clear learning objective based on a specific content standard.

17. Step Two: Add an Active Verb Rely on specific, observable, measureable verbs that are able to be assessed. Avoid general verbs such as “appreciate” or “know”—specific verbs are excellent opportunities for direct instruction of academic language. Refer to the handout adapted from CSU, Bakersfield, PACT Outcomes.

18. Learning Objective - Active Verbs • The teacher candidate will be able to… • describe the general structure of his/her content area standards. • differentiate between learning objectives and agendas/standards/ activities. • create a clear learning objective based on a specific content standard.

19. Correcting the “Expert” In The Art and Science of Teaching, Marzano suggests using two variations of learning goal stems based on whether a subject focuses on declarative or procedural knowledge. Look at Figure 1.8 on page 18. For the science and social studies examples. Revise both the stem and active verb to utilize the SAC format.

20. Step Three: Add Content or Skill Depending on the curriculum standard, the learning objective may be focused on either acquiring/improving a skill or learning content Pull from the language of the standard to complete the learning objective—content or skill.

21. Learning Objective - Content from Standard • The teacher candidate will be able to… • describe the general structure of his/her content area standards. • differentiate between learning objectives and agendas/standards/ activities. • create a clear learning objective based on a specific content standard.

22. Think-Group Share Think: How are your standards structured? What are the 3 parts of writing a learning objective? What is the mnemonic that will help you remember? Pair-Share: The person with the shortest hair will go first to answer the questions above.

23. Resources for Writing Objectives Graphic Organizer Bloom’s Taxonomy Power Verbs Examples of Learning Objectives

24. Resources for Writing Objectives: • See handouts: power verbs, Bloom’s taxonomy verbs, examples of learning objectives

25. Learning Objectives Sort Differentiating between examples and non-examples

26. DIRECTIONS: • In triads, sort the contents of the SACk into two groups: examples and non-examples of learning objectives. • Please be prepared to share any discussion your trio may have had. • You have 10 minutes.

27. Learning Objectives – Did we answer our key questions? What’s the data say? How do we clearly communicate learning objectives to students?

28. Creating an Objective What standard are you using? Is your objective measureable? Did you format it following SAC?

29. DIRECTIONS: • Identify a standard from your content area that is a part of the current unit of study. • Write out both the standard number and the language of the standard in your reflective notebooks. • Highlight the verb and the content of the standard on which you will base your objective. • Create a student-friendly objective in the SAC format and write it as part of your RN entry. • If the verb in the standard is not specific or measureable, you will need to change it.

30. REFLECTIVE NOTEBOOK • Below the standard/learning objective that you wrote, describe how you would assess whether students achieved your learning objective. • Describe what the most difficult part of writing a specific learning objective was. • What questions might you ask of your curriculum specialist regarding standards and/or learning objectives?

31. Creating an Objective – Did we answer our key questions? What standard are you using? Is your objective measureable? Did you format it following SAC?