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Toolkit for Success Unpacking SE and Writing LO and DOL LOs - Learning Objectives DOL - Demonstration of Learning CONRAD HIGH SCHOOL August 8,2013 Presented.

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Presentation on theme: "Toolkit for Success Unpacking SE and Writing LO and DOL LOs - Learning Objectives DOL - Demonstration of Learning CONRAD HIGH SCHOOL August 8,2013 Presented."— Presentation transcript:

1 Toolkit for Success Unpacking SE and Writing LO and DOL LOs - Learning Objectives DOL - Demonstration of Learning CONRAD HIGH SCHOOL August 8,2013 Presented by your High School Math Academic Facilitators: Rosa Darkwa, Division 3 Ercleo “Earl” Esquejo, Division 2 Betsy Urschel, Division 4

2 Agenda I. DISD Core Beliefs II. Unpacking Student Expectations III. Characteristics of Learning Objectives IV. Characteristics of Demonstrations of Learning V. Making Connections VI. Final Reflection and Feedback

3 Learning Objectives CICs will be able to unpack standards and write Learning Objectives (LOs) and Demonstrations of Learning (DOL) CICs will articulate the importance of Learning Objectives (LOs) and Demonstrations of Learning (DOL). CICs will understand how to effectively use the Unpacking the Student Expectation template with teachers.

4 Warm-Up On the front of an index card, write your first and last name, the names of your campus and your address. First Name Last Name Campus Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators. You will turn in your index card at the end of this session as an exit slip. Notes/Comments on future PD or support you would like.

5 Dallas ISD Core Beliefs 1.Our main purpose is to improve student academic achievement. 2.Effective instruction makes the most difference in student academic performance. 3.There is no excuse for poor quality instruction. 4.With our help, at risk students will achieve at the same rate as non-at risk students. 5.Staff members must have a commitment to children and the pursuit of excellence.

6 DISD Core Belief Activity “ As teachers become more intentional about the decisions they make about what to teach, the quality of their instruction will improve.” Core Idea Leverage Leadership p. 117 Which core belief(s) does the quote reflect? Be prepared to explain why and share.

7 Focus your attention on students’ actions and band director’s behavior

8 Reflection How does this video clip relate to writing effective learning objectives?

9 A. Unpacking Student Expectation (SE)

10 Example A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.

11 Unpacking the Student Expectation Student ExpectationVerb (Cognitive) Noun (Content) Knowledge and Skills A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations. Develop Determine

12 Unpacking the Student Expectation Student ExpectationVerb (Cognitive) Noun (Content) Knowledge and Skills A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations. DevelopConcept of slope as rate of change Determineslopes

13 Unpacking the Student Expectation Student ExpectationVerb (Cognitive) Noun (Content) Knowledge and Skills A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations. DevelopConcept of slope as rate of change From graphs, tables and algebraic representations. DetermineslopesFrom graphs, tables and algebraic representations.

14 B. Characteristics of Learning Objectives

15 Match the strips and identify which are weak and more effective Learning Objectives (LO). Card Matching Game What criteria did you use to identify the weak and more effective LO?

16 Learning Objectives Weak ObjectivesMore Effective Objectives

17 What criteria did you use to identify the weak and more effective LO?

18 Learning Objectives

19 Characteristics of good lesson objectives (Checklist) ● answers the question: “What are students supposed to learn?” ● tied to a standard or skill needed to accomplish the standard ● follows the mapped curriculum ● understandable to parents and students ● specific ● students can demonstrate that they have learned the objective in one (and at most two) session(s) or class period(s) Secondary ● lists each objective to which the class will devote more than 20 minutes

20 A good lesson objective is not: ● an agenda or schedule ● a description of the activity or the resource ● the title of the film, book, story, etc. ● a description of the vehicle or method used to teach a concept ● too broad or vague ● disguised as an objective, but really is a description of what the teacher is going to teach, not what the student is supposed to learn

21 Writing Learning Objectives Student Expectation Verb (Cognitive) Noun (Content) Knowledge and Skills Learning Objectives (Examples) A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations. DevelopConcept of slope as rate of change From graphs, tables and algebraic representations. Determine slopesFrom graphs, tables and algebraic representations. Students will be able to develop the concept of slope as rate of change from graphs, tables and algebraic representations Students will be able to determine slopes from graphs, tables and algebraic representations

22 C. Characteristics of Demonstrations of Learning

23 Characteristics of Demonstrations of Learning Students will complete a worksheet on circumference and diameter. Students will make a poster of the four types of distributions of data and write the definition of each. Given 3 problems with radius identified, students will correctly calculate the circumference and diameter of each circle. Using graph paper, students will correctly draw four distributions of data – skewed positively, skewed negatively, normal, and uniform. Given three real-world problems, students will correctly calculate the percent increase or percent decrease for each problem. Students will calculate the increase in student test scores and calculate the mean and median of the increase in student test scores.

24 A Demonstration of Learning (DOL) is an activity or product through which a student demonstrates that he has learned the lesson objective. Demonstration of Learning

25 DOLs fall into two categories: 1) those that require the student to demonstrate what he has learned in one or two class periods within a subject area, and 2) those that assess more complex objectives or assess multiple learning objectives. Demonstration of Learning

26  Tied directly to the lesson objective and the guaranteed curriculum  Can usually be accomplished in five to ten minutes  Requires each student to demonstrate what they have learned over the last class period or two in a subject area  Is measurable (can be assessed)  Is generally understandable to students (students know what they have to do to demonstrate that they have learned the objective)  Designed before the lesson is conducted Characteristics of a good DOL:

27  A check for understanding  An activity or project used to teach the objective  A quiz or exam that assesses multiple objectives  Homework A good DOL is not:

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30 Writing Demonstration of Learning Student Expectation Verb (Cognitive) Noun (Content) Knowledge and Skills Learning Objectives (Examples) Demonstration of Learning (DOL) A.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations. DevelopConcept of slope as rate of change From graphs, tables and algebraic representatio ns. Students will be able to develop the concept of slope as rate of change from graphs, tables and algebraic representations. DetermineslopesFrom graphs, tables and algebraic representatio ns. Students will be able to determine slopes from graphs, tables and algebraic representations. Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to develop the concept of slope as rate of change correctly at an 83% proficiency level. Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to determine the slope correctly 5 out of 6 times.

31 Algebra 1 SE (Source: Curriculum Central) A.1 Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to: (A) describe independent and dependent quantities in functional relationships. S District: %; (B) gather and record data and use data sets to determine functional relationships between quantities. S District: %; (C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations. S District: %; (D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. R District: %; (E) interpret and make decisions, predictions, and critical judgments from functional relationships. R District: %;

32 DOL Given one student expectation (SE), participants will successfully unpack, write effective learning objectives (LO) and demonstration of learning (DOL).

33 Making Connections: Using the Template, choose an SE to unpack and write effective learning objectives (LO) and demonstration of learning (DOL).

34 Quick Write: How do you think today’s session will influence your practice as a campus instructional coach?

35 Thank you!


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