Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller

1. Focused Learning ThroughDirect InstructionSession Two:Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by: Nancy Silva, CTAP Region 2 - BCOE Regional System of District and School Support (RSDSS), Region 2

2. Adobe Connect Interface (Pods) Presentation & Internet Sharing Pod • Toggle view of the presentation between full screen and meeting room views to suit your preference.

3. Adobe Connect Interface (Pods) Communication Pods Chat Room Pod Attendee List Pod

4. Adobe Connect Interface (Pods) File Sharing Pod • Click on the file you want to download. • Click on “Save to My Computer”. • When “Save” window opens, select “Click to Download”. • Select where you want to download the file to i.e. “Desktop”. • After file downloads, click “Done”. • Repeat for each additional file you want to download.

5. Set Your Connection Speed Please take a moment to select your Internet connection speed. If you are unsure, select the DSL option. This will improve the presentation & audio for all participants. Thanks : )

6. Meeting Procedures • Different meeting rooms…with different views • Use the Chat Room to ask questions as they arise. • Actively participate by sharing comments and feedback

7. Don’t Forget to Smile When You Chat…. ; ) This workshop will be recorded and archived. So……

8. Focused Learning ThroughDirect InstructionSession Two:Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by: Nancy Silva, CTAP Region 2 - BCOE Regional System of District and School Support (RSDSS), Region 2

9. Webinar Learning Objectives • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice. • Participants will identify examples of checking for understanding.

10. DI – Lesson Design Components • Learning Objective • Activate Prior Knowledge • Concept Development • Lesson Importance • Skill Development • Guided Practice • Lesson Closure • Independent Practice

11. Learning Objective: What students will be able to do at the end of the lesson • Independent Practice • Checking for Understanding

12. A Well Designed Learning Objective What is a Learning Objective? A statement that describes what students will be able to do, independently, at the end of a specific lesson as a result of your instruction. It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition) and Criterion (degree).

13. A B C2 D A = Audience B = Behavior (Measurable Skill) C = Concept (Main Idea) C = Condition (Context) D = Degree (Measurable Criteria)

14. Sample Learning Objective Students will use a short story from their literature books and will identify similes with 80% accuracy. A = Audience = 7th grade students B = Behavior (skill) = Identify C = Concept = Similes C = Condition = Use a short story… D = Degree = 80% accuracy

15. Sample Learning Objective After reading this article the learner will list at least five reasons why water is a necessary natural resource. A = Audience B = Behavior (skill) C = Concept C = Condition D = Degree

16. VIDEO CLIP

17. What Check for Understanding strategies did you identify from the video? • Think-Pair-Share • Choral Response • White Boards – Write down lesson objective • Keep the Question Going • Ask Students to State Learning Objective in Own Words

18. Instructional Alignment Instructional Alignment Instructional Alignment Instructional Alignment

19. How to Identify Learning Objectives 1. Determine the assessment you will administer to measure student achievement. 2. Choose an essential grade level content standard. 3.Deconstruct the standard.

20. Deconstructing the Standard Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs Step 2: Underline parts of the standard that requires direct instruction for students to succeed. The underlined portions are likely places for CFU Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product. Step 4: Identify targeted learning objectives. Step 5: Review available released test questions.

21. Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms, and homographs. Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs

22. Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms, and homographs. Step 2: Underline parts of the standard that requires direct instruction for students to succeed – the concepts you will teach.

23. Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms, and homographs. Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

24. Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms, and homographs. Step 4: Identify targeted learning objectives

25. Sample Targeted Learning Objectives Understand and explain frequently used synonyms, antonyms, and homographs. • Understand frequently used synonyms. • Understand frequently used antonyms. • Understand frequently used homographs. • Explain frequently used synonyms. • Explain frequently used antonyms. • Explain frequently used homographs.

26. Beware of Ambiguous Words • We must ask ourselves - what do we, and the state, expect students to DO in order to demonstrate that they “understand” and how they will “explain”? • What are the ambiguous words in our learning objective? • Understand and explain frequently used synonyms, antonyms, and homographs.

27. Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms, and homographs. Step 5: Review available released test questions. www.samplestarquestions.org

28. CST Release Question

29. Analyze the Test Question How does this help us determine what skill is required of our 5th grade students? Please type in your responses.

30. Constructing a Learning Objective Choose a selected skill from the deconstructed standard: Understand frequently used synonyms. Using the Bloom handout, write an appropriate learning objective. Type into the response box. After reading a sentence, students will be able to select an appropriate synonym from a list of synonyms.

31. A B C2 D A = Audience B = Behavior (Measurable Skill) C = Concept (Main Idea) C = Condition (Context) D = Degree (Measurable Criteria)

32. Instructional Alignment Instructional Alignment Instructional Alignment Instructional Alignment

33. Caveats…… • A learning objective is not an activity. • It helps the student understand the academic purpose of the lesson • A learning objective is not what the teacher does; it is about what the audience, the student, will be able to do. • A learning objective is not just the standard itself.

34. CFU Activity

35. Revisiting Our Learning Objective • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

36. Independent PracticeStarting with End in Mind An assignment that students complete by themselves with no help from the teacher and is aligned to the learning objective.

37. Example of Independent Practice Third Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context. Learning Objective: Students will add simple fractions. Independent Practice:

38. Example of Independent Practice Third Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context. Learning Objective: Students will add simple fractions. Independent Practice:

39. Revisiting Our Learning Objectives • Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice. • Participants will identify examples of checking for understanding.

40. Review Checklist • Does the learning objective stem from a course standard? • Is the learning objective measurable? • Does the learning objective target one specific aspect of expected performance? • Is the learning objective student-centered? • Does the learning objective utilize an effective, action verb that targets the desired level of performance? • Does the learning objective match released CST questions and/or assessments? • Does the learning objective specify appropriate conditions for performance, if applicable? • Is the learning objective written in terms of observable, behavioral outcomes/skills?

41. Questions?

42. “The first things students need to learn is what they are supposed to be learning.” Knowing Your Learning Target Educational Leadership, March 2011

43. Next Webinar Focused Learning ThroughDirect Instruction Session Three: Activating Prior Knowledge and Checking for Understanding April 21, 2011 3:30 PM – 4:30 PM Register on the Region 2 RSDSS website:http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events

44. Contact Information Doreen Fuller (Shasta Hub Coordinator – serving Lassen, Modoc, Siskiyou, Shasta, and Trinity Counties): dfuller@shastacoe.org Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): pgarriso@bcoe.org Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): lmanuel@tehamaschools.org