Standards, Objectives, Purpose-Oh My!

November 8, 2011

WHO ARE DOUGLAS FISHER AND NANCY

FREY?

HI! MY NAME IS DOUGLAS BRIAN FISHER

DOUGLAS FISHER: WANT TO KNOW SOME THINGS ABOUT ME?

PhD, is a professor of language and literacy education in the Department of Teacher Education at San Diego State University (SDSU), the co-director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and a past director of professional development for the City Heights Educational Collaborative.

DOUGLAS BRIAN FISHER… PROFESSIONAL PREPARATION Ph.D. San Diego State University / Claremont Graduate

University Joint Doctoral Program Emphasis: Multicultural Education / Research Methods Granted: December, 1995 E.M.B.A. Peter F. Drucker Management Center of the Claremont

Graduate School Emphasis: Executive Certificate, Management Process Granted: March, 1995 M.P.H. San Diego State University Major: Public Health Epidemiology and Biostatistics Minor: Quantitative Research Methods Granted: August, 1992 B.A. San Diego State University Major: Language Acquisition and Structure Granted: May, 1990

DOUGLAS BRIAN FISHER…

LANGUAGES I am seeking tri-lingual status. I am fluent in

two languages (English and American Sign Language) and am actively pursuing fluency in another (Spanish).

DOUGLAS BRIAN FISHER …. HONORS AND AWARDS Celebrate Literacy Award, International Reading Association,

2004 Douglas B. Fisher 2 Christa McAuliffe Award for Excellence in Teacher Education,

2003 Elected Member, National Conference on Research in

Language and Literacy, 2001 Outstanding Faculty Award, School of Teacher Education, 2000 Distinguished Service to Education, Phi Delta Kappa Honor

Society, 2000 Robert Gaylord Ross Research Award, Cal-TASH, 2000 Golden Bell, California School Boards Association, 1998

DOUGLAS FISHER’S CONTACT INFO.

Home Address: 2665 Curlew St. San Diego, CA 92103 Office Address: School of Teacher Education San Diego State University San Diego, CA 92182 Office Phone: (619) 594-2507 Fax: (619) 594-8810 E-mail: DFISHER@mail.sdsu.edu

HI! MY NAME IS NANCY FREY

NANCY FREY: WANT TO KNOW SOME THINGS ABOUT ME?

PhD, is an associate professor of literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (Florida) Public Schools, where she taught both general and special education students at the elementary and middle school levels. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum.

NANCY FREY…

PROFESSIONAL PREPARATION Ph.D. Claremont Graduate University/San Diego State University Major: Education Emphasis: Reading/Language Arts Granted: January 2003 M.A. San Diego State University Major: Curriculum and Instruction Emphasis: Reading/Language Arts Granted: August 1999 B.A.E. Florida Atlantic University Major: Special Education Granted: August 1993 A.A. Broward Community College Emphasis: General Education Granted: August 1991

NANCY FREY… HONORS Kate and Paul Farmer Award for Outstanding Writing.

National Council of Teachers of English, 2004 (co-recipient with Doug Fisher) Distinguished Finalist, Outstanding Dissertation of the Year,

International Reading Association, 2004 Christa McAuliffe Award for Excellence in Teacher Education,

American Association of State Colleges and Universities, 2003 (co-recipient with Nancy

Farnan and Douglas Fisher) Robert Gaylord-Ross Memorial Scholar Award, Cal-TASH, 2001 Outstanding Graduate Student, SDSU School of Teacher

Education, 2000 Outstanding Student of Social Sciences, Broward Community

College, 1991

NANCY FREY…

AREAS OF PROFESSIONAL INTEREST Reading and language arts, literacy,

children’s and young adult literature, language development

Professional Development Schools School restructuring and reform Curriculum and instruction for social justice Cultural and linguistic diversity Teacher education Inclusive education

NANCY FREY’S CONTACT INFO.

Name: Nancy Frey, Ph.D. Position: Associate Professor, School of

Teacher Education Office Addresses: San Diego State University

San Diego State University 4275 El Cajon Blvd., Suite 101 School of

Teacher Education San Diego, CA 92105 BAM 216 5500 Campanile Drive San Diego, CA 92182 email: nfrey@mail.sdsu.edu.

Purpose

You will understand and create purpose statements to set high and clear expectations for student learning.

What do the experts say?

Purpose: The Foundation for High-Quality Teaching

Three questions to ask yourself when creating a purpose statement:

What will students learn?

How will students demonstrate

their understanding? •reading, writing, speaking, listening, and

showing

Why do students have to learn the content?

Changing objectives into clear purpose statements

MathObjective: To solve absolute value equations

Purpose:You will solve absolute value equations by breaking them into manageable pieces to make them easier to solve.

KeyWhatHowWhy

Changing objectives into clear purpose statements

ComputerObjective: To create a chart in Excel

.Purpose:In order to organize and analyze data quickly you will learn the steps to create a chart in Excel

KeyWhatHowWhy

With your group:1. choose one of the following

objectives 2. pick a content area 3. craft a purpose statement

Objectives: • To use the strategy of determining

importance• To use the strategy of questioning• To use the strategy of visualizing

Example:

Objective:To use the strategy of determining importance.

Purpose:You will determine the important facts in a word problem by underlining key words to help you solve the problem.

KeyWhatHowWhy

YOUR TURN!

Three questions to ask yourself when creating a purpose statement:

What will students learn?

How will students demonstrate

their understanding? •reading, writing, speaking, listening, and

showing

Why do students have to learn the content?

Is this a Purpose Statement?

Today you will be learning about what standards are and how to set your own standards. You need to learn about setting standards because without them you are more likely to give in to negative peer pressure and you are more easily swayed to become involved in unhealthy behaviors. You will demonstrate your understanding through role play.

YESToday you will be learning about what standards are and how to set your own standards. You need to learn about setting standards because without them you are more likely to give in to negative peer pressure and you are more easily swayed to become involved in unhealthy behaviors. You will demonstrate your understanding through role play.

KeyWhatHowWhy

Is this a Purpose Statement?

To solve word problems by following the four step problem solving plan explained by Polya including understanding the problem, creating a plan, carrying out the plan, and checking your answer.

NOTo solve word problems by following the four step problem solving plan explained by Polya including understanding the problem, creating a plan, carrying out the plan, and checking your answer.

KeyWhatHowWhy

Is this a Purpose Statement?

The students will discover the colors that make up white light by observing its properties as it is passed through a prism to understand why we see what we see in the world.

YES, but…

You will discover the colors that make up white light by observing its properties as it is passed through a prism to understand why we see what we see in the world.

KeyWhatHowWhy

Is this a Purpose Statement?

Know and apply appropriate emergency responses.

NO

Know and apply appropriate emergency responses.

KeyWhatHowWhy

Is this a Purpose Statement?

You will collaborate with your peers to practice scoring a student writing piece using the Writing Domain Scoring Guide so you will feel more comfortable scoring your students' writing.

YES

You will collaborate with your peers to practice scoring a student writing piece using the Writing Domain Scoring Guide so you will feel more comfortable scoring your students' writing.

KeyWhatHowWhy

Practice:With your objectives in mind, please create clear purpose statements for your students for future lessons.

What will students learn? How will students demonstrate

their understanding? •reading, writing, speaking, listening, and

showing

Why do students have to learn

the content?

TRUE OR FALSE

THE PURPOSE STATEMENT IS BEST GIVEN AT THE BEGINNING OF A LESSON

TRUE THE PURPOSE STATEMENT IS BEST GIVEN AT THE BEGINNING OF A LESSON

WHEN YOU’RE PRESSED FOR TIME, JUST TELLING THE STUDENTS THE “WHY” IS ENOUGH.

FALSEWHEN YOU’RE PRESSED FOR TIME, JUST TELLING THE STUDENTS THE “WHY” IS ENOUGH.

PURPOSE STATEMENTS BECOME EASIER TO CRAFT AS YOU PRACTICE THEM MORE.

TRUE

PURPOSE STATEMENTS BECOME EASIER TO CRAFT AS YOU PRACTICE THEM MORE.

PURPOSE STATEMENTS DO NOT REPLACE OBJECTIVES.

TRUE PURPOSE STATEMENTS DO NOT REPLACE OBJECTIVES.

PURPOSE STATEMENTS MUST BE ON THE BOARD AND IN YOUR LESSON PLANS.

FALSEPURPOSE STATEMENTS MUST BE ON THE BOARD AND IN YOUR LESSON PLANS.

You need to talk to your building administrator as to what their expectations are.

AN EFFECTIVE PURPOSE STATEMENT INCLUDES THE WHAT, HOW, AND WHY.

TRUEAN EFFECTIVE PURPOSE STATEMENT INCLUDES THE WHAT, HOW, AND WHY.

EXIT Ticket:

List..

• One thing you found valuable today

• One question you still have

• One element you would want to see in a follow-up session