Toolkit for Success Unpacking SE and Writing LO and DOL

1. Toolkit for SuccessUnpacking SE and Writing LO and DOL LOs - Learning Objectives DOL - Demonstration of Learning CONRAD HIGH SCHOOL August 8,2013 Presented by your High School Math Academic Facilitators: Rosa Darkwa, Division 3 Rdarkwa@dallasisd.org Ercleo “Earl” Esquejo, Division 2 Eesquejo@dallasisd.org Betsy Urschel, Division 4 Burschel@dallasisd.org

2. Agenda I. DISD Core Beliefs II. Unpacking Student Expectations III. Characteristics of Learning Objectives IV. Characteristics of Demonstrations of Learning V. Making Connections VI. Final Reflection and Feedback

3. Learning Objectives • CICs will be able to unpack standards and write Learning Objectives (LOs) and Demonstrations of Learning (DOL) • CICs will articulate the importance of Learning Objectives (LOs) and Demonstrations of Learning (DOL). • CICs will understand how to effectively use the Unpacking the Student Expectation template with teachers.

4. Warm-Up First Name Last Name Campus email@dallasisd.org Notes/Comments on future PD or support you would like. On the front of an index card, write your first and last name, the names of your campus and your email address. Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators. You will turn in your index card at the end of this session as an exit slip.

5. Dallas ISD Core Beliefs • Our main purpose is to improve student academic achievement. • Effective instruction makes the most difference in student academic performance. • There is no excuse for poor quality instruction. • With our help, at risk students will achieve at the same rate as non-at risk students. • Staff members must have a commitment to children and the pursuit of excellence.

6. DISD Core Belief Activity “ As teachers become more intentional about the decisions they make about what to teach, the quality of their instruction will improve.” Core Idea Leverage Leadership p. 117 Which core belief(s) does the quote reflect? Be prepared to explain why and share.

7. Focus your attention on students’ actions and band director’s behavior

8. Reflection How does this video clip relate to writing effective learning objectives?

9. A. Unpacking Student Expectation (SE)

10. Example A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.

11. Unpacking the Student Expectation

12. Unpacking the Student Expectation

13. Unpacking the Student Expectation

14. B. Characteristics of Learning Objectives

15. B. Characteristics of Learning Objectives Card Matching Game Match the strips and identify which are weak and more effective Learning Objectives (LO). What criteria did you use to identify the weak and more effective LO?

16. Learning Objectives

17. What criteria did you use to identify the weak and more effective LO?

18. Learning Objectives

19. Characteristics of good lesson objectives (Checklist) ● answers the question: “What are students supposed to learn?” ● tied to a standard or skill needed to accomplish the standard ● follows the mapped curriculum ● understandable to parents and students ● specific   ● students can demonstrate that they have learned the objective in one (and at most two) session(s) or class period(s) Secondary ● lists each objective to which the class will devote more than 20 minutes

20. A good lesson objective is not: ● an agenda or schedule ● a description of the activity or the resource ● the title of the film, book, story, etc. ● a description of the vehicle or method used to teach a concept ● too broad or vague   ● disguised as an objective, but really is a description of what the teacher is going to teach, not what the student is supposed to learn

21. Writing Learning Objectives Students will be able to developthe concept of slope as rate of change from graphs, tables and algebraic representations Students will be able to determineslopes from graphs, tables and algebraic representations

22. C. Characteristics of Demonstrations of Learning

23. Characteristics of Demonstrations of Learning Students will complete a worksheet on circumference and diameter. Students will make a poster of the four types of distributions of data and write the definition of each. Given 3 problems with radius identified, students will correctly calculate the circumference and diameter of each circle. Students will calculate the increase in student test scores and calculate the mean and median of the increase in student test scores. Using graph paper, students will correctly draw four distributions of data – skewed positively, skewed negatively, normal, and uniform. Given three real-world problems, students will correctly calculate the percent increase or percent decrease for each problem.

24. Demonstration of Learning A Demonstration of Learning (DOL) is an activity or product through which a student demonstrates that he has learned the lesson objective.  

25. Demonstration of Learning DOLs fall into two categories: those that require the student to demonstrate what he has learned in one or two class periods within a subject area, and 2) those that assess more complex objectives or assess multiple learning objectives.

26. Characteristics of a good DOL: • Tied directly to the lesson objective and the guaranteed curriculum • Can usually be accomplished in five to ten minutes • Requires each student to demonstrate what they have learned over the last class period or two in a subject area   • Is measurable (can be assessed) • Is generally understandable to students (students know what they have to do to demonstrate that they have learned the objective)  • Designed before the lesson is conducted

27. A good DOL is not: • A check for understanding • An activity or project used to teach the objective • A quiz or exam that assesses multiple objectives • Homework

30. Writing Demonstration of Learning Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to develop the concept of slope as rate of change correctly at an 83% proficiency level. Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to determine the slope correctly 5 out of 6 times.

31. Algebra 1 SE (Source: Curriculum Central) A.1 Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways.The student is expected to: (A) describe independent and dependent quantities in functional relationships. S District: 2012 44%; (B) gather and record data and use data sets to determine functional relationships between quantities. S District: 2012 54%; (C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations. S District: 2012 39%; (D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. R District: 2012 65%; (E) interpret and make decisions, predictions, and critical judgments from functional relationships. R District: 2012 52%;

32. DOL Given one student expectation (SE), participants will successfully unpack, write effective learning objectives (LO) and demonstration of learning (DOL).

33. Making Connections:Using the Template, choose an SE to unpack and write effective learning objectives (LO) and demonstration of learning (DOL).

34. Quick Write: • How do you think today’s session will influence your practice as a campus instructional coach?

35. Thank you!