Student Learning Objectives (SLO) Resources for Science

1. Student Learning Objectives (SLO) Resources for Science

2. Why SLOs? Teachers who developedhigh-quality SLOs produced better student achievement gains A Quality Control Toolkit for Student Learning Objectives http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/slo-toolkit.pdf (p. 5)

3. Why SLOs? • Classroom Observations • Core Professionalism • Tripod Student Survey • Working Portfolio (non-classroom only) • Hawaii Growth Model • Student Learning Objectives • Student Growth and Learning • Teacher Practice • Educator Effectiveness Data • Improved Student Outcomes

4. SLO Process—start with the Learning Goal Hawaii Department of Education

5. Learning GoalResources for Science • Describes what students will be able to doin a semester or year (What specific knowledge and skills should students acquire within your content area?) • Reflects content standards and supports BIG ideas • Focuses on students and what they will learn

6. Learning GoalResources for Science(continued) • Rationale—why was this goal selected? • Must be expansive and overarching (broad enough to teach over the period of instruction) EXAMPLES FOR SCIENCE: • Standard 1: Scientific Investigation • Standard 2: Nature of Science • Can be appropriately and adequately assessed over semester or year

7. Learning GoalResources for Science(continued) • Is important, meaningful, achievable, and ambitious • SLOs should be at a minimum of a Depth of Knowledge (DOK) level 2 • Aim high--If there are DOK level 3 or 4 targets for the course or grade level, use those

8. Depth of Knowledge (DOK) Levels

9. Learning Goal Sample Gr. 8: Learning Goal: Students will develop a hypothesis (using Earth and Space Science content standards/benchmarks listed in SLO) that will be based on observations and questions. To test their hypothesis, students will design and conduct a controlled experiment. They will then communicate significant components of their experimental design and results, including the link between evidence and conclusion.

10. Big IdeaResources for Science • What powerful concept or theme helps us make sense of things? • Focus is on content (not students) • Declarative statement • Helps answer: “Why does it matter?”

11. Big Idea--Samples • Helpful hint: Big Ideas/Major Understandings can be found in the HCPS III Benchmark Maps • Gr. 4—The adaptations of an organism allow it to survive in an environment • Gr. 7—The goal of scientific inquiry is to understand and explain the natural world • Biology (high school)—Matter and energy cycle through organisms and the environment

12. HCPS III Benchmark maps for Science

13. Targets • Describe at least 3 data sources to establish starting point for measuring student learning progress towards SLO Learning Goal • Use data to determine students’ placement in performance groups at the beginning of the term • Identify performance groups and which students are in each performance group (2-4 performance groups based on the starting point data) • Establish and differentiateperformance expectations for each performance group by the end of the instructional period

14. Targets (CONTINUED) • Identify the expected outcomes by the end of the instructional period for student performance groups • Consider developing targets for students that have already met standards • Growth for ALL students • Set rigorous, realistic, and attainable expectations for the performance of each student performance group on selected high-quality assessment(s) • Rationale: Why were these goals set?

15. Assessments, Scoring & CriteriaResources for Science • Assessments should measure the knowledge and skills found in learning goal • Examplesof assessments and rubrics • Multiple assessment methods • Choose appropriate assessment to measure target • How often will informal assessment data be collected to monitor student progress toward learning goal? • Use Quality Assessment Criteria checklist found in SLO Planning Document

16. Formative Nature of the SLO Process Formative instructional practices along the way are key to success of the SLO

17. Formative Instruction Process

18. Instructional StrategiesResources for Science • Describe key instructional strategies that are planned to help all students make progress towards the learning goal • Appropriate and evidence-based • Use best practices to address ALL learner needs • Specifically address gaps in learning to guide students toward the learning goal

19. Instructional Strategies--Samples

21. Resources • Hawaii SLO Science LiveBinder: http://www.livebinders.com/play/play?id=931189

22. Contains this PowerPoint and resources (assessments, learning goals, big ideas, baseline data, and sample SLOs)

23.  Last Words . . . • Find SLO buddies to work with—ask questions, share, collaborate, and commiserate • Look for resources and examples (see LiveBinder) • Keep it simple and use the “Rubric for Rating the Quality of SLOs” as your guide • Go to the EES Website for SLO resources: http://doeohr.weebly.com • Remember that this is a learning experience and a work in progress . . .