Download - Lesson Plan and Assessment Alignment
Writing Lesson Objectives Bloom’s Taxonomy
Depth of Knowledge (DOK)Formative & Summative
Assessment
Alignment in Lesson PlanningGoal
Learning GoalOverarching ThemeRelated to Curriculum Strand
Standards
StandardsLimit Number All must be a part of the final assessment
Objective
Lesson ObjectiveMust be aligned with CCSS and Content standards
Activity
Learning ActivitiesMust result in meeting standards and lesson objectives
AssessmentFormative and SummativeAssessmentMust measure if standard and objective have been met with this learning activity
Writing Lesson Objectives Using Bloom’s Taxonomy and DOK The ideal learning objective
has 3 parts:1. A measurable action verb2. The important condition (if
any) under which the performance is to occur
3. The criterion of acceptable performance
ABCD's of Learning Objectives
• Audience– The learners:– Identify who it is that will be doing the performance (not the
instructor)• Behavior (Performance):
– What the learner will be able to do– Make sure it is something that can be seen or heard
• Condition– The conditions under which the learners must
demonstrate their mastery of the objective:– What will the learners be allowed to use? What won't the
learners be allowed to use?• Degree (or criterion)
– HOW WELL the behavior must be done
What do you want your students to learn as a result of this lesson?
Three-step process below for creating defining learning objectives.
1. Create a stem– After completing the lesson, the student will . . . – After this unit, the student will . . .– By completing the activities, the student will . . . – At the conclusion of the course/unit/study the
student will . . . 2. After you create the stem, add an action verb:
analyze, recognize, compare, provide, list, identify, create, demonstrate, use, show, classify, calculate, design, etc.
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
What do you want your students to learn as a result of this lesson?
1. One you have a stem and a verb, determine the actual product, process, or outcome:
After completing this lesson, the student will…….– Create a Venn Diagram which compares and contrasts . . .– Demonstrate learning by producing a ……– Write a research paper summarizing 2 key ideas in the….– Explain 3 key events that led to the American Revolution
through a multimedia presentation– Describe the events of the Gold Rush from the viewpoint of
miner by analyzing the contents of a primary source poster from the California archives
– Create a timeline of events leading up to the Revolutionary War
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
• Refer to explicit rather than vague behaviors – Asking students to "grasp the significance," or
"appreciate" something will only lead to confusion. – Using more explicit behaviors such as "identify," or
"sort," will clarify the performance expected of students. – Explain explicit behaviors representative of different
levels of cognition or thinking– Describe common products or outcomes of those
behaviors– Avoid “will understand” or “explore” or “learn about” or
“gain knowledge”– Are these behaviors “measurable” through assessment?
(formative or progress-monitoring, summative, formal, informal
How to Write Goals for Specific Behaviors
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
Benjamin Bloom• Taxonomy of
Educational Objectives (1956)
• Learning outcomes within the cognitive domain – Objectives are
classified according to type of learner behavior described
– A hierarchical relationship exists among the various types of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy: Cognitive Domain in Action• KNOWLEDGE: define, list, name, memorize• COMPREHENSION: identify, describe, explain• APPLICATION: demonstrate, use, show, teach• ANALYSIS: categorize, compare, calculate• SYNTHESIS: design, create, prepare, predict• EVALUATION: judge, assess, rate, revise
Find the action verbs!
KnowRemember
ComprehendUnderstand
UseApply
AnalyzeTake Apart
SynthesizeCreate New
EvaluateJudge
Behaviors:Action Verbs
namememorize
recordlist
matchwritestate
repeat
describediscuss
give exampleslocate
tellfind
reportpredictreview
recognizeestimate
translatepracticeillustratesketchsolveshow
employ
sortclassify
distinguishexperimentcomparecontrastdiagramdebatesolve
examineinventory
designplan
proposearrange
assembledevelopproduceorganizemanagerevise
ratevalue
appraisedecidechoosescoreselectassessdebate
recommend
Products: Outcomes
AssignmentsAssessmentsPresentationsExperiments
Performances
factseventsmodels
filmstripsbooks
puzzlesstoriesgamesjournals
illustrationsdrawings
mapssculpturesdiorama
scrapbookmobile
collectionsdiagrams
graphssurveys
questionnairesreportsobjects
newsarticlespoems
machinessongsplays
hypotheses
pollspanels
recommendationsdiscussionssimulationsevaluations
surveys
Bloom Action Verbs and Products
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
Bloom’s Taxonomy and Technology
Bloom’s Taxonomy and the Web
DOK Verbs
DOK Verbs
DOK Level 1: Recall & ReproductionDOK Level 1 Verbs
http://isntitelementary.blogspot.com/
DOK Level 2 Skills & ConceptsBasic Reasoning
DOK Level 2 Verbs
http://isntitelementary.blogspot.com/
DOK Level 3: StrategicThinking/Complex Reasoning
DOK Level 3 Verbs
http://isntitelementary.blogspot.com/
DOK Level 4:Extending Thinking/ Reasoning
DOK Level 4 Verbs
http://isntitelementary.blogspot.com/
AssessmentHow will you measure learning
outcomes?• What will students say or do
to show that lesson objectives were met?
• What will you collect to show student’s learning (portfolios, observations, work samples, photographs, journals, etc.)
• How will you evaluate student work?
• How will you grade the student?
Understanding by Design:Theory of Backwards Design
• Desired Results: What will the student learn?
• Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
• Lesson Planning: How do you design a lesson that results in student learning?
Identify desired results
Determine acceptable evidence
Plan learning
experiences and
instruction
Assessment: How do you measure what students have learned?• Traditional quizzes and tests
– Paper/pencil• Selected response• Constructed response
• Performance tasks and projects– Open-ended– Complex– Authentic
• 3 Kinds of Assessment in TPAs– Entry Level– Progress-Monitoring (Formative)– Summative
Types of Formative Assessments• Summaries and Reflections
– Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills.
– These require that students use content-specific language.
• Lists, Charts, and Graphic Organizers – Students will organize information, make
connections, and note relationships through the use of various graphic organizers.
Dodge, J. Scholastic Article
Types of Formative Assessments• Visual Representations of Information
– Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on.
– This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."
• Collaborative Activities – Students have the opportunity to move and/or
communicate with others as they develop and demonstrate their understanding of concepts.
Dodge, J. Scholastic Article
Progress-Monitoring Formative Assessments Suggestions
• Postcard or Poster• Mobile Devices
(Socrative, text answer,digital corkboard, Google Forms, etc.)
• Venn Diagram• Visualize: Be the
Illustrator• Mini whiteboards• Create or build
something• Exit Slip
• Journals• Quickwrites• 2 Roses and a Thorn• Photo captions• Graphic organizer• Story map• Record audio or create
video
50 Formative Assessments Google Doc - Edutopia
Student Self AssessmentPROJECT SELF-ASSESSMENT• Name _________________• Date __________________• Block __________________• Project ________________
Please respond to each question.• 1. During the project, I ________________________________.• 2. As a result of working on this project, I learned my strengths
include ___________________________.• 3. As a result of working on this project, I learned my challenges
include _______________________________________________________.• 4. As a result of working on this project, I learned__________________
about the content.• 5. As a result of working on this project, I learned ____________about
doing research.• 6. As a result of working on this project, I
learned___________________.
Student Self Assessment Checklist
Rubrics for Formative or Summative Assessment• Rubric - a scoring guide for evaluating student
performance• Allows for a variety of criteria or categories to be
evaluated on a sliding rating scale (not subject to one final percentage score as in testing)
• A way to measure real-life, authentic learning experiences in the classroom
• Provides a guide for students in determining expectations of assignments
• Shows students and parents how the teacher is judging student performance
Rubric CriteriaAlternative Performance Assessment
Writing Process Rubric
BIE Rubrics• BIE - http://bie.org/objects/cat/rubrics • A Rubric for Rubrics -
http://bie.org/object/document/rubric_for_rubrics • Grades 3-5 Presentation Rubric –CCSS
http://bie.org/object/document/3_5_presentation_rubric_ccss_aligned
• Grades 3-5 Creativity and Innovation Rubric (CCSS)- http://bie.org/object/document/3_5_creativity_innovation_rubric_ccss_aligned
• Grades 3-5 Critical Thinking Rubric (CCSS) - http://bie.org/object/document/3_5_critical_thinking_rubric_ccss_aligned
Try Google Docs and FormsRubrics and Formative Assessments
• Dr. Piper’s Tutorials on Google Classroom - https://sites.google.com/a/mail.brandman.edu/edsu-533-classroom-tutorial/home – Create a Rubric using Google Docs – Create a Graphic Organizer using Google Docs o
r Google Draw or Lucid Charts– Adding Files from Google Drive –Try Forms