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Module 2 Presentation

Module 2 Presentation. Margaret Heritage. Section 1. LEARNING GOALS AND SUCCESS CRITERIA. Guiding Questions. Where am I going? Where am I now? Where to next?. Make clear to students what they will learn (not what they will do) during a lesson – one or more periods of learning

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Module 2 Presentation

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  1. Module 2 Presentation Margaret Heritage

  2. Section 1 LEARNING GOALS AND SUCCESS CRITERIA

  3. Guiding Questions • Where am I going? • Where am I now? • Where to next?

  4. Make clear to students what they will learn (not what they will do) during a lesson – one or more periods of learning Developed by teacher or co-constructed with students Introduced at some point in the lesson Where am I Going? Learning Goals

  5. Performances of learning Aligned to learning goal(s) What students will say, do, make or write Clearly understood by students Used as a reference point during the lesson Where am I Going? Success Criteria

  6. Learning Goals & Success Criteria Success Criteria Learning Goals • I can talk & write about plotting points on a coordinate grid using correct vocabulary • I can plot and label points in each quadrant on a coordinate grid • I can create a rule about coordinates for each quadrant • Understand the structure of a coordinate grid • Relate the procedure of plotting points in quadrants to the structure of a coordinate grid

  7. Learning Goal Goal: Use multiplication and division to solve problems Problem: Ricardo has 1,135 US stamps. He has 3 times as many foreign stamps as US stamps. How many stamps does he have altogether?

  8. Success Criteria • I can determine when and how to break a problem into simpler parts • I can explain what the problem is asking me to do • I can explain the relationship between multiplication and division

  9. Co-Constructing Criteria

  10. What Makes a Good Learning Goal? • Clear and linked to the big picture of learning; • Focused on the learning; • Written/communicated from the students’ perspective (i.e., not in teacher- or standards-speak); • Realistic and time-limited (i.e. span one lesson); • Lead to rich, productive learning experiences.

  11. What Make Good Success Criteria? • Clear and closely linked to the learning goal; • Continue to focus on the learning; • Illustrate the expected learning; • Written/communicated from the students’ perspective (i.e., not in teacher- or standards-speak); • Support rich, productive learning experiences.

  12. Section 2 INTENTIONALLY GATHERING EVIDENCE OF LEARNING

  13. Where am I now?

  14. Where am I now? • Second writing drafts using criteria

  15. Recap • Clear learning goals and success criteria • Intentional planning for evidence gathering • Alignment among goals, criteria and evidence gathering method

  16. ODE Resources Five Evidence Gathering Routines Learning Goals and Success Criteria Writing Tips for Learning Goals and Success Criteria

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