Stage 2: Determine Acceptable Evidence

1. Stage 2: Determine Acceptable Evidence Making the Goal – Assessment – Lesson/Activity Connection Susan. M. Connolly Central Washington University

2. Goals AssessmentsConnection • The process, in general terms: • Read your goal • Ask “What evidence can show that the students have achieved this goal?” • Describe that evidence!

3. The process: First generate questions Read your goal Brainstorm several questions Think like an investigator; what will help us to unpack this goal? The guiding questions you have created for your unit plan project are examples of these types of questions.

4. Example • GOAL: Students will understand the cultural contributions of coffee houses and espresso stands to the CWU experience

5. Questions • What was CWU like before coffee houses or espresso stands were available? • Are they an important part of life at CWU now? • What does the popularity of the coffee houses tell us about CWU students and staff? • What does the popularity of coffee houses tell us about our culture and its impact on CWU?

6. Your turn! With a partner, brain storm a goal regarding an appropriate social studies topic. For example: The Power of One: Citizens Who Have Made a Difference, or a topic of your choosing Write the goal and generate a list of 3 guiding questions. SWU = Students will understand.

7. What will the student KNOW and be able to DO at the end of the learning segment? • Write specific learner outcomes • SW compare and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences • SW clearly describe student’s investigative procedure and student’s conclusion regarding the coffee – culture - CWU connection. • SW state evidence from resources to support each assertion and student’s conclusion • SW identify at least 2 interviews and 2 other reputable resources, appropriately cited.

8. Next, Identify Products Ask yourself: “What products can students create to demonstrate these learner outcomes?

9. Goal and learner outcomes: • GOAL: Students will understand the cultural contributions of coffee houses and espresso stands to the CWU experience • SW compare and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences • SW clearly describe student’s investigative procedure and student’s conclusion regarding the coffee – culture - CWU connection. • SW state evidence from resources to support each assertion and student’s conclusion • SW identify at least 2 interviews and 2 other reputable resources, appropriately cited.

10. Possibilities • Create a poster or other graphic comparing pre-coffee CWU to now • Make a presentation • Other ideas?

11. “I, the teacher, have decided” • As evidence for achieving this goal - "Students will understand the cultural contributions of coffee houses and espresso stands to the CWU experience” and the specific learner outcomes Students can: • Create a poster OR • Create a presentation

12. Description of final product: • In a poster or a presentation, students will • SW compare and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences • SW clearly describe student’s investigative procedure and student’s conclusion regarding the coffee – culture - CWU connection. • SW state evidence from resources to support each assertion and student’s conclusion • SW identify at least 2 interviews and 2 other reputable resources, appropriately cited.

13. Your Turn! Write the specifics learner outcomes for meeting the goal using the critical attributes for learning objectives: What will students think about? What will students do?(review concept formation lesson) With your partner, discuss performance options Choose two options

14. Ahhh….. Those Rubrics • A rubric is directly connected to the task objectives • In either a poster or a presentation, students will: • SW compare and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences • SW clearly describe student’s investigative procedure and student’s conclusion regarding the coffee – culture - CWU connection. • SW state evidence from resources to support each assertion and student’s conclusion • SW identify at least 2 interviews and 2 other reputable resources, appropriately cited.

15. Poster or presentation compares and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences Target: Explanation is clear and complete with 2 similarities and 2 differences identified and supported by facts from resources (“x” points”) Developing: Explanation is partially complete. Reader has questions. Less than 2 similarities and 2 differences identified and not all assertions supported with facts (“y points”) Minimal: Reader is uncertain of student’s explanation. Little to no evidence of similarities or differences identified and few or no supporting facts provided (“z” points) Rubric – Learner outcome 1

16. Poster or presentation clearly describes student’s investigative procedure and conclusion regarding the coffee – culture - CWU connection. Target – Detailed explanation of research process and student’s conclusion. Evidenced cited is appropriate to support conclusion. Reader has no questions (“x” points) Developing – Student’s explanation is incomplete and/or unclear; conclusion does not match research (“y points”) Minimal – little explanation or conclusion evidenced (“z points”) Rubric – Learner outcome 2

17. Poster or presentation includes at least 2 interviews and 2 other reputable resources, appropriately cited Target – at least 4 sources cited appropriately (“x” points) Developing – 3 sources cited appropriately or 4 sources with some errors in citation (“y” points) Minimal – less than 3 sources cited or more than 1 source is cited inappropriately (“z” points) Rubric – Learner outcome 3

18. Your turn! • With your partner, use your specific learner outcomes to create a rubric with 3 descriptors of levels of performance.

19. Stage 3: Planning Learning Experiences

20. Stage 3: Choosing Learning Experiences In general, you will now decide what students will DO to be successful in achieving the desired results Remember: All your instructional decisions are based upon the targeted goal, as expressed in the specific learner outcomes! Design the lessons with the end in mind!

21. GOAL: Students will understand the cultural contributions of coffee houses and espresso stands to the CWU experience • In either a poster or a presentation, students will: • SW compare and contrast CWU before coffee houses and the present, identifying 2 similarities and 2 differences • SW clearly describe student’s investigative procedure and student’s conclusion regarding the coffee – culture - CWU connection. • SW state evidence from resources to support each assertion and student’s conclusion • SW identify at least 2 interviews and 2 other reputable resources, appropriately cited.

22. Questions to address! What is the language function and how? will I teach it? What skills are needed (expressed in learner outcomes)? What learning experiences (steps) will best enable students to develop the understanding and skills needed? What methods and resources would be most beneficial to use?

23. Learning Experiences • Some ideas: • Survey those who have been at CWU longer than coffee …….AND • Interview a variety of students regarding their coffee habits/opinions. Compare the responses • What skills are needed for these tasks?

24. Learning Experiences • Research other campuses - compare the prevalence of coffee houses/espresso stands per capita • Research the community and compare the prevalence of coffee houses/espresso stands per capita to another community • What skills are needed for these tasks? • Other ideas?

25. Remember… • When planning the learning experiences ( lessons) • 5 components of Powerful Teaching and Learning ( Active, meaningful, values-based, challenging, integrative) • Activate and/or building background • Provide scaffolds for the process, concepts, and academic language demands • Encourage language use and cooperative learning • Use a variety of media and materials

26. …and… • MI as entry points into the learning • Target HOTS and critical thinking - Use the HOTS as the verbs for your objective • Choose methods that are appropriate and engaging • Consider the academic language demand and the scaffolds needed to engage in the lesson • The lesson plan evaluation tool may help!