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“The Big Three” Professional Development Goals

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Presentation on theme: "“The Big Three” Professional Development Goals"— Presentation transcript:

1 “The Big Three” Professional Development Goals
Focused Learning Targets Active Student Engagement Active/Engaged Questioning

2 Group Discussion In your classroom, how do students know what they are to learn on a daily basis? How are they informed of how they will be assessed on their learning?

3 The Big Picture Curriculum, Instruction, Assessment
“Without the learning intention, children are merely victims of the teacher’s whim.” “The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan.” Shirley Clarke

4 Research-Based Strategies
Five research-based strategies that significantly improve student learning: Sharing criteria (clear learning targets with success criteria) Questioning Feedback Peer assessment Self-assessment

5 Students who can identify what they are learning significantly outscore those who cannot.
Robert Marzano 5

6 Pair-Share How do you currently share learning intentions with students prior to instructions? What sources or documents do you use to develop your learning expectations of your students? How do you reinforce your learning expectations during the teaching and student learning cycle? (3’s)

7 3 Components of an FLT CONTENT - What will I teach?
COGNITION – What is the level of thinking I expect? PROVING BEHAVIOR – How will the students prove that they have learned the content?

8 Three Criteria for an Effective FLT
Uses the phrase “I can…” to help students check their knowledge 2. Is clearly stated with the “what kids need to know and be able to do” and the “how they will show it” (be assessed) 3. Represents important knowledge

9 Content 1st Component of an FLT
What will I teach? The content is pulled from the standards or identified skill sets to be taught during the lesson.

10 Focused Learning Targets
Impact on students: Clearer expectations (especially for underachieving students) Demand learning target More likely to express specific learning needs. Develops a learning culture Quality of work improves Behavior improves Persevere longer Greater ownership of learning as responsibility shifts from teacher to student Automatically self-evaluative More enthusiastic about learning 10

11 Clear Learning Targets
Impact on teachers: More focused instruction. Sharpens teacher understanding of learning targets. Expectations rise. Focus on quality rather than getting everything done. More critical review of activities. Reinforces relevant vocabulary. Assists in reflection on lesson and learning that occurred. Strengthens connections with parents related to students’ strengths and weaknesses.

12 Final Thought

13 Engagement & Active Learning




17 Questioning

18 Cognition 2nd Component of an FLT
What is the level of thinking I expect? Cognition is the ACT or process of knowing/thinking. The levels of thinking are represented by SPECIFIC ACTION VERBS that are observable and assessable. (Blooms’ Taxonomy)

19 Proving Behavior 3rd Component of an FLT
How will students prove that they have learned the content? The proving activity will BE COMPLETED by the students to prove to you and themselves, that they have learned the content covered in the objective.

20 Checking for Understanding
Which FLT is proficient? Why? A. I can solve an equation for a variable. B. I can apply my knowledge of coefficients by solving for the correct coefficients needed to balance five chemical equations.

21 FLT: Proficient Example
I will apply my knowledge of figurative language to identify the use of metaphor within the poetry of the Harlem Renaissance and write a summary paragraph explaining its meaning and the impact of its use. LEVEL OF COGNITION: Knowledge X Analysis  Comprehension  Synthesis X Application X Evaluation PROVING BEHAVIOR:  Write a summary explaining the meaning and impact of the use of metaphor in the poetry of the Harlem Renaissance. CONTENT: Figurative Language


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