EDUC 490 ~ February 5, 2007

1. EDUC 490 ~ February 5, 2007 • Getting Started: On one of the pink sheets, write down any specific questions you have about designing assessment for your unit. “Everything” does not count!  • Agenda:1. Reflective Practice.2. Constructing Learning Goals. • For Next Week:1. Email demographic table to eversr@winthrop.edu .2. Upload Learning Goals to WebCT.3. Bring signature page/email print approval for LG.

2. Becoming a Reflective Practitioner – Critical Incidents • Describe • Collect the story • Tell what happened • Analysis • Explain why it happened • Tell what it means • Reflection • Explain the implications • Predict how future action will change *Be sure to include yourself and the students in the process!

3. As students were coming into the classroom one morning, I was asked by the teacher across the hall to keep an eye on her class while she went to the bathroom. I walked back and forth between the two classes greeting students with my regular smile and sunny disposition as they came in. Both classes had learned a morning procedure and were able to get to work as they entered the classroom. Now, before school started, I had set up the materials for a science project we would be doing in my class shortly after morning announcements. The experiment focused on the concept of gravity so of course there were different objects of different weights along with a scale, a ruler, and observation sheet on a tray – one tray for each group. As I returned to my door after taking a glance at the teacher’s class across the hall, I saw two of my students dropping the various objects to the floor to see who could get theirs to hit the fastest. Irritated they were messing with the trays I had taken time to set up, I called them by name, scolded them with my best teacher look, and said if I saw anyone touch another object on the trays they would not be able to participate in the science experiment. I was quite frustrated that they could not be responsible enough to be without me for less than a minute and not follow the morning procedure. DESCRIBE – ANALYZE - REFLECT Complete your charts…give one to me.

4. Writing Goals and Objectives EDUC 490 Spring 2007

5. Goal & objective for today Goal: SWBAT synthesize chosen standards into broad learning goals and specific lesson objectives for the IWS. These goals will be used to guide instruction and assessment. Objective: SWBAT write one lesson objective for each learning goal by the end of this class with 100% accuracy.

6. Lewis Carroll: If you don't know where you are going, any road will get you there.

7. Goals & Objectives SC Content Standards Learning Goals Lesson Objectives

8. Goals & Objectives 1. SC Content Standards • Be sure what you are planning to teach connects to a standard. • Be specific when including the standards (include all pieces). • Suggestion: Make a page in your IWS that lists all the standards you address in your unit (separated by content area).

9. Example of a Standard • SS 2-1.1 TLW recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities. • SS 2-1.2 TLW compare the historic traditions…

10. Goals & Objectives 2. Learning Goals • Directly related to State Standards. • Broad “generalizations” or “big ideas” you want your students to experience. • Conceptual level of thinking via Bloom’s Taxonomy • Compelling rationale…why do students need to experience the goal? In student terms, “Why do I need to know this?”

11. Example of a Learning Goal The student will compare and contrast the region in which they live with the other four regions of the United States to develop an understanding, appreciation, and respect for differences in people and places.

12. Learning Goals 3. Lesson Objectives • Learning Goal(s) broken down into intermediate, measurable tasks. • Basis for ongoing instruction and assessment towards Learning Goal(s). • Used to communicate exactly what is needed for mastery.

13. Example of an Objective Tricia will name each of the five US regions given a pictorial representation with 80% accuracy.

14. Differences

15. Learning objectives • Keep learning student-focused • Encourage all “parts” of the lesson to relate to the “whole” goal • Track the learning process and evaluates its success

16. Three parts to an objective • Behavior • Condition • Criterion For more information see: http://del.icio.us/eversr/objectives

17. 1. Behavior What is the learner expected to do?

18. 2. Condition Under what situation will the behavior be observed?

19. 3. Criterion How well or with what accuracy must the learner be able to perform?

20. Example of an Objective • Behavior (“Tricia will name…”) • Condition (“…each of the five US regions given a pictorial representation…”) • Criterion (“…with 80% accuracy.”)

21. Common Errors • Including more than one behavior in a single objective SWBAT compare and contrast… SWBAT write and speak about….

22. Common Errors • Using performance terms which cannot be measured SWBAT understand the difference… SWBAT think about election choices…

23. Common Errors • Writing an unattainable objective SWBAT memorize The Iliad…. SWBAT run a 4 minute mile….

24. Common Errors • Writing objectives unrelated to the goal GOAL: The student will compare and contrast the region in which they live with the other four regions of the United States… OBJECTIVE: SWBAT name the state capitals…

25. Analyze this objective • Lupe will read three books this month. Behavior ???? Condition ???? Criterion ????

26. I do it. • Give me a learning goal. • I write an objective.

27. We do it. • Give the group a learning goal. • We write an objective together.

28. You do it. • Take your learning goal. • Write an objective. • Share your objective with a partner. • Share an objective with the group.

29. Bloom’s Taxonomy For more information: see http://del.icio.us/eversr/BloomsTaxonomy

30. Small Group Activity • Explain the activity (2 minutes). • Move to your group (1 minute). • Complete the activity individually (20 minutes). • Share Standard, one LG, and one objective (with Bloom level). Peers offer specific, constructive feedback (20 minutes). • Return to large group for reflection.