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Half Sheets Blue Cardstock

Half Sheets Blue Cardstock. Napkins. Today’s Goals / Objectives. Content Objectives Know the difference between content objectives and language objectives and the importance of displaying and articulating each.

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Half Sheets Blue Cardstock

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  1. Half Sheets Blue Cardstock Napkins

  2. Today’s Goals / Objectives Content Objectives • Know the difference between content objectives and language objectives and the importance of displaying and articulating each. • Understand how outdated grading practices penalize English learners and other at-risk students. Language Objective: • Plan both content and language objectives for a lesson you plan to teach. • Discuss and List merits and challenges of standards-based grading.

  3. Symbols for boxes: + I know what it means - I don’t know ? I’m not sure (maybe) Vocabulary Self-Rating BeforeAfterAcronymDefinition EL LEP L2 L1 ELD SIOP SDAIE BICS CALP

  4. Key Terms • EL = English learner whose native language is not English • LEP = Limited English Proficient • English learners receiving services • L2 = An individual's second language or the language an individual is working to acquire. • L1 = An individual's native, or first language. • ELD = English Language Development • SIOP = Sheltered Instruction Observation Protocol • SDAIE = Specially Designed Academic Instruction in English • Strategies that help ELs comprehend subject content

  5. BICS & CALP • BICS = Basic Interpersonal Communication Skills • Informal, social conversation • Up to 3 years for full competency • CALP = Cognitive Academic Language Proficiency • Conversing to learn/communicate in a discipline • 5-7 years for competency

  6. First Step • Be clear – really clear – about what knowledge or skills you want students to master. • Put it in student friendly language. • Explain all vocabulary – never assume students understand every word. • Explain what students must do to prove they learned. • Display, introduce, AND review your objectives every day in every class.

  7. Objectives should include specific knowledge statements… …and result in behaviors that demonstrate proficiency Tyler, 1949

  8. Wise & Okey, 1983 • Up to 41 percentile gain, if objectives are stated: • Intentionally • Consistently • In the right way

  9. Kendall & Marzano (2007) When objectives are written and articulated, there is a strong correlation to student learning Up to 23 percentile gain

  10. Althoff et al. (2007) Posting objectives reduces miscommunication Up to 28 percentile gain

  11. Students can tell others what they are learning and why. • Students read Content Objectives & Language Objectives before and after each lesson Teacher Student • Students know where to find objectives in my classroom. • I have posted the agenda and assignments on the board • I know where to find objectives in the curriculum guides and textbooks

  12. content objectives (The WHAT of Teaching) • COMMON CORE / AP / State / Professional standards, etc.

  13. language objectives (The HOW of Teaching)

  14. Language Objectives Must include one or more of the following domains: • Writing • Reading • Speaking • Listening

  15. Students who spend their time (bell to bell) reading, writing, and talking are participating in… A College Prep Curriculum

  16. Examples

  17. Science Content Objective (What we are learning) • Know the characteristics of the 6 terrestrial biomes Language Objectives (How we are we learning) • Summarize notes on chart paper • Read Chapter 6 • Discussand write biome characteristics using a Stay and Stray structure

  18. Content Objective (What we are learning) Define emotional, social and physical health Language Objectives (How we are learning) Lookat pictures Say and Write a sentence about each picture Orally defend the 3 categories you created Newcomer Health

  19. Math Content Objective (What we are learning) • Use variables (the unknown) in algebraic expressions Language Objectives (How we are learning) • Read word sentences • Rewrite words into algebraic expressions • Collaborate in small groups

  20. Reading Content Objective (What we are learning) • Identify and analyze story elements as story develops Language Objectives (How we are learning) • Read Chapter 8 • Write/draw definitions of vocabulary words • Discuss developing story elements in 4 corners • Analyze connections/observations whole group and in journal

  21. Social Studies Content Objective (What we are learning) Debate the causesof the Civil War and evaluate the importance of slavery as a principal cause of the conflict. Language Objectives (How we are learning) Discuss the causes of the Civil War with your group. List the causes of the Civil War by order of importance.

  22. Science Content Objective (What we are learning) Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle). Language Objectives (How we are learning) Examine pictures of simple machines and listen to descriptions Read and discuss the main function of a simple machine

  23. On blue cardstock… …list content objectives for one class you will teach tomorrow (The WHAT of teaching …list language objectives (The HOW of teaching – reading, writing, listening, speaking). Discuss with your table mates how these are different or the same from what you would regularly post for students.

  24. Second Step • Recognize that traditional grading methods were developed to help sort / “weed out” students. • Students with limited English proficiency, who often live in poverty, are prime candidates for being “weeded.” • So…what do we do?

  25. Fifteen Fixes for Broken Grades What is the connection between objectives and grades?

  26. The Allegory of the Cave • In the “Allegory of the Cave” a group of people live in a cave underground. They are bound and unable to move or turn their heads, and so can only look straight in front of them. Before them is a wall and behind them a fire burns. Others in the cave pass before the fire holding objects that cast shadows on the wall. Later, a prisoner is released and taken to the outside world. At first he recoils from the bright light, but he gradually adjusts until he sees the outside world just as if he had lived his whole life above ground instead of in a cave. The meaning is that most people remain in “chains” and see only shadows of the truth during their lifetime. Only the few free themselves from the shackles and look the truth in the face, even if it is blinding at first.

  27. What do Your Grades Reflect? Donating canned goods/school supplies/Kleenex Easy 100’s Extra Credit Cleaning the Whiteboard A Poisonous Soup? Dropping the lowest grade

  28. Grades should reflect learning.

  29. “Why would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless.”Bob Marzano, 2000

  30. There Are Not 101 Levels of Achievement.

  31. The Fixes A Partial List. (1 – 2 – 3 – 6 – 7 – 12 – 13)

  32. Fix 1 • Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.

  33. This student was clearly present.

  34. Fix 2 • Don’t reduce marks on assignments submitted late; require the learner to finish the assignment or do an alternative to show evidence of learning. • If Rory is a brilliant writer who always hands in assignments late, both aspects are hidden if she gets a C or a D in the course because of late work penalties.

  35. Fix 3 • Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in higher levels of achievement.

  36. Fix 6 • Don’t include group scores in grades; use only individual achievement evidence. • “There is a pattern to classroom life summarized as ‘learn it in a group, perform it alone.’” Johnson and Johnson, 2004

  37. Fix 7 • Organize information in grade book by learning targets / Common Core standards rather than assessment type (homework, quiz, test, etc.).

  38. Same Learning Experiences for Every Student Traditional Instruction Same Assessment for Everyone Students whose learning styles match with experiences and assessment do well on tasks. Others struggle.

  39. “There is nothing as unequal as the equal treatment of unequals.” Oliver Wendell Holmes U.S. Supreme Court Justice

  40. Standards Based Instruction

  41. Fix 12 • Don’t include zeros in grade determination when evidence is missing or as punishment. Hold students accountable to show evidence that they have learned. • “The consequence for not turning in an assignment should be TURNING IN THE ASSIGNMENT.” -Doug Reeves

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