Focused Learning ThroughDirect Instruction

Session Two:Instruction That Works:

Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)Presentation & Internet Sharing Pod

Toggle view of the presentation between full screen and meeting room views to suit your preference.

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)Communication Pods

Chat Room Pod

Attendee List Pod

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)File Sharing Pod

1. Click on the file you want to download.

2. Click on “Save to My Computer”.

3. When “Save” window opens, select “Click to Download”.

4. Select where you want to download the file to i.e. “Desktop”.

5. After file downloads, click “Done”.

6. Repeat for each additional file you want to download.

Set Your Connection SpeedSet Your Connection Speed

Please take a moment to select your Internet connection speed. If you are unsure, select the DSL option.

This will improve the presentation & audio for all participants. Thanks : )

Meeting ProceduresMeeting Procedures• Different meeting rooms…

with different views

• Use the Chat Room to ask questions as they arise.

• Actively participate by sharing comments and feedback

Don’t Forget to Smile When You Chat….

; )

This workshop will be recorded and archived. So……

Focused Learning ThroughDirect Instruction

Session Two:Instruction That Works:

Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

Webinar Learning Objectives

Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

Participants will identify examples of checking for understanding.

DI – Lesson Design Components Learning Objective Activate Prior Knowledge Concept Development Lesson Importance Skill Development Guided Practice Lesson Closure Independent Practice

Learning Objective:

What students will be able to do at the end of the lesson

Independent Practice Checking for Understanding

A Well Designed Learning Objective

What is a Learning Objective?

A statement that describes what students will be able to do, independently, at the end of a specific lesson as a result of your instruction.

It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition) and Criterion (degree).

A B C2 DA = Audience

B = Behavior (Measurable Skill)

C = Concept (Main Idea)

C = Condition (Context)

D = Degree (Measurable Criteria)

Sample Learning Objective

Students will use a short story from their literature books and will identify similes with 80% accuracy.

A = Audience = 7th grade students

B = Behavior (skill) = Identify

C = Concept = Similes

C = Condition = Use a short story…

D = Degree = 80% accuracy

Sample Learning Objective

After reading this article the learner will list at least five reasons why water is a necessary natural resource.

A = Audience B = Behavior (skill) C = Concept C = Condition D = Degree

VIDEO CLIP

What Check for Understanding strategies did you identify from the video?

Think-Pair-Share Choral Response White Boards – Write down lesson objective Keep the Question Going Ask Students to State Learning Objective in Own

Words

Instructional Alignment

Instructional AlignmentInstructional

Alignment

Instructional Alignment

How to Identify Learning Objectives1. Determine the assessment you will

administer to measure student achievement.

3. Deconstruct the standard.

2. Choose an essential grade level

content standard.

Deconstructing the StandardStep 1: Examine the requirements of the standard. What will students need

to do to complete the standard? Circle all verbsStep 2: Underline parts of the standard that requires direct instruction for

students to succeed.The underlined portions are likely places for CFU

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

Step 4: Identify targeted learning objectives.Step 5: Review available released test questions.

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms,

antonyms, and homographs.

Step 2: Underline parts of the standard that requires direct instruction for students to succeed – the concepts you will teach.

Deconstructing the Standard5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 4: Identify targeted learning objectives

Understand frequently used synonyms. Understand frequently used antonyms. Understand frequently used homographs. Explain frequently used synonyms. Explain frequently used antonyms. Explain frequently used homographs.

Sample Targeted Learning ObjectivesUnderstand and explain frequently used synonyms,

antonyms, and homographs.

Beware of Ambiguous Words

We must ask ourselves - what do we, and the state, expect students to DO in order to demonstrate that they “understand” and how they will “explain”?

What are the ambiguous words in our learning objective? Understand and explain frequently used

synonyms, antonyms, and homographs.

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 5: Review available released test questions.www.samplestarquestions.org

CST Release Question

Analyze the Test Question

How does this help us determine what skill is required of our 5th grade students?

Please type in your responses.

Constructing a Learning ObjectiveChoose a selected skill from the deconstructed standard:

Understand frequently used synonyms.

Using the Bloom handout, write an appropriate learning objective. Type into the response box.

After reading a sentence, students will be able to select an appropriate synonym from a list of

synonyms.

A B C2 DA = Audience

B = Behavior (Measurable Skill)

C = Concept (Main Idea)

C = Condition (Context)

D = Degree (Measurable Criteria)

Instructional Alignment

Instructional AlignmentInstructional

Alignment

Instructional Alignment

A learning objective is not an activity. It helps the student understand the academic

purpose of the lesson A learning objective is not what the teacher

does; it is about what the audience, the student, will be able to do.

A learning objective is not just the standard itself.

Caveats……

CFU Activity

Learning Objective Standards-based

Activity-Based

Students will use sponges to simulate how plants store water.

Using the plants that live in the desert, students will describe how the plants adapt to a shortage of water.

Revisiting Our Learning Objective

Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

Independent PracticeStarting with End in Mind

An assignment that students complete by themselves with no help from the teacher and is aligned to the learning objective.

Example of Independent PracticeThird Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

Learning Objective: Students will add simple fractions.

Independent Practice:

HW Problems Aligned Y/N?

2/3 + 1 2/3=_____

3 /4 + 1 /4= ____

4/5 – 1/5= ____

Example of Independent PracticeThird Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.

Learning Objective: Students will add simple fractions.

Independent Practice:

HW Problems Aligned Y/N?

2/3 + 1 2/3=_____ No, mixed fraction

3 /4 + 1 /4= ____ Yes

4/5 – 1/5= ____ No, subtraction

Revisiting Our Learning Objectives

Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

Participants will identify examples of checking for understanding.

Review Checklist Does the learning objective stem from a course standard? Is the learning objective measurable? Does the learning objective target one specific aspect of

expected performance? Is the learning objective student-centered? Does the learning objective utilize an effective, action verb

that targets the desired level of performance? Does the learning objective match released CST questions

and/or assessments? Does the learning objective specify appropriate conditions for

performance, if applicable? Is the learning objective written in terms of observable,

behavioral outcomes/skills?

Questions?

“The first things students need to learn is what they are supposed to be learning.”

Knowing Your Learning Target

Educational Leadership, March 2011

Next WebinarFocused Learning Through

Direct InstructionSession Three:

Activating Prior Knowledge and Checking for Understanding

April 21, 20113:30 PM – 4:30 PM

Register on the Region 2 RSDSS website: http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events

Contact InformationDoreen Fuller (Shasta Hub Coordinator – serving Lassen,

Modoc, Siskiyou, Shasta, and Trinity Counties): dfuller@shastacoe.org

Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): pgarriso@bcoe.org

Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): lmanuel@tehamaschools.org