New teacher toolkit: Learning objectives (TCRP 1.1)

1. New teacher toolkit:Learning objectives(TCRP 1.1)

2. Objectives of this module Review TCRP rubric – indicator 1.1 Review Bloom’s taxonomy Review how to write meaningful learning objectives New teacher toolkit training

3. TCRP 1.1 • Key concepts from Indicator 1.1 (Level 3): • align objectives with content standards • objectives represent high expectations and rigor • objectives are sequenced to help students access the level of rigor in the standards New teacher toolkit training

4. Align objectives withcontent standards Content standard: The backbone of the curriculum that tells what to teach, but not how to teach it. Standards describe the level of accomplishment that all students are expected to meet or exceed.   New teacher toolkit training

5. Align objectives withcontent standards Where can I find the content standards? • CA Department of Education • www.cde.ca.gov • Alliance Instructional Guides • Teachers’ editions of many California-edition textbooks New teacher toolkit training

6. Align objectives withcontent standards Objectives: Represent the focus of learning and help students anticipate, focus, and understand the purpose of the lesson. Objectives are expressed as an outcome statement that captures the specific knowledge and skills that students should be able to exhibit following instruction. New teacher toolkit training

7. Align objectives withcontent standards Think: What should I be teaching right now? How do I begin writing standards-aligned objectives? Identify a current content standard by using your Instructional Guide. Start by considering what students are meant to accomplish by looking at the verbs. New teacher toolkit training

8. Align objective withcontent standards Sample: History 6.2.1 - Locateand describe the major river systems of ancient India and discuss the physical settings that supported permanent settlement and early civilizations. New teacher toolkit training

9. Align objective withcontent standards History 6.2.1 - Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. Think: What level of Bloom’s taxonomy is illustrated by these verbs? New teacher toolkit training

10. Align objective withcontent standards History 6.2.1 - Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. Locate: knowledge (Bloom’s level 1) Describe: comprehension (Bloom’s level 2) Discuss: synthesis (Bloom’s level 5) New teacher toolkit training

11. Objectives represent high expectations and rigor History 6.2.1 - Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations. Think: Can I make this lesson more rigorous by writing an objective aligned to higher-level Bloom’s? New teacher toolkit training

12. Objectives are sequenced to help students access the level of rigor in the standards Sample objectives: Day one: Students will work in groups to create a cooperative poster graphically illustrating the 7 major river systems of India. Day two: Students will work in pairs to compare locations of permanent settlement sites with the location of each major Indian river system. Day three: Students will individually use their comparisons of waterways and permanent sites to write a hypothesis about the relationship of India’s major river systems and permanent ancient settlements. New teacher toolkit training

13. Objectives are sequenced to help students access the level of rigor in the standards Sample objectives: Day one: Students will work in groups to create a cooperative poster graphically illustrating the 7 major river systems of India. Bloom’s Level 1: Knowledge (Remembering) Learn specific facts, ideas, vocabulary; remembering/recalling information or specific facts. New teacher toolkit training

14. Objectives are sequenced to help students access the level of rigor in the standards Sample objectives: Day two: Students will work in pairs to compare locations of permanent settlement sites with the location of each major Indian river system. Bloom’s Level 4: Analysis (Analyzing) Ability to break down material into its component parts and perceive interrelationships. New teacher toolkit training

15. Objectives are sequenced to help students access the level of rigor in the standards Sample objectives: Day three: Students will individually use their comparisons of waterways and permanent sites to write a hypothesis based on evidence about the relationship of India’s major river systems and permanent ancient settlements. Bloom’s Level 5: Synthesis (Creating) Ability to put parts together to form a new whole; use elements in new patterns and relationships. New teacher toolkit training

16. Where can I get moreinformation on objectives? Alliance TCRP website: http://tcrpalliance.wordpress.com/the-college-ready-teaching-framework/domain-1-data-driven-planning-and-assessment/1-1-establish-standards/ The First Days of School, by Harry Wong (Chapter 21) Beginning With The End In Mind (Ohio University) http://www.oucom.ohiou.edu/fd/writingobjectives.pdf Quick Guide to Writing Objectives http://teachingtoday.glencoe.com/userfiles/file/objective_statements.pdf New teacher toolkit training