Framing Success with Effective Lesson Objectives and Demonstrations of Learning Introductions, logistics/housekeeping

SESSION NORMS Participate actively Engage as learners Tame technology Materials management— participant notes page, table-copies; write on, do not write on . . . *

Quick Write As you prepare to collaborate with others on your campus to improve instruction, what are some questions you have about writing effective LOs and DOLs? 1 minute quick write, modified whip-around. Chart responses for reference and continued inquiry during and beyond session.

Learning Objectives Articulate the importance of effective lesson objectives and demonstrations of learning to student learning outcomes Understand the criteria for effective lesson objectives and demonstrations of learning Develop/deepen understanding of the process of writing effective LOs and DOLs Review.

Demonstration of Learning Given a TEKS/SE, participants will unpack the standard and write one lesson objective and demonstration of learning that meet all of the criteria for good LOs and DOLs.

Video Clip View the video clip of Mr. Miles on Demonstrations of Learning and Lesson Objectives. Guiding Question: What significant points does Mr. Miles make about instruction and learning? Be prepared to share your response with a partner. http://www.youtube.com/watch?v=hKMxa1TxQ9Y Pair/Trio Share

Article Study Read the article, "Purpose: The Foundation for High Quality Teaching.” Identify ideas most significant to improving student academic achievement and explain their significance. Be prepared to share your thoughts.

Distribute to participants: School Curriculum Alignment—Two Bookends Framework 1) Point to the top tier and discuss the State Standards and STAAR/EOC as the state level bookends that represent an entire school year. 2) Point to the next tier and discuss the District Curriculum Maps and District Common Assessments (ACPs) that represent each semester. 3) Point to the next tier and discuss the Unit Objectives and Unit Exams that represent six-week plans (instructional calendars and common assessments). 4) Focus on the bottom tier as the objectives for the day’s training: to understand the components and sequencing of the bookends for instruction in their classroom. Say: When the Lesson Objectives, the lesson activities, and the Demonstration of Learning are aligned and support one another, then curriculum is aligned.

The Core Parameters 1. What students have to know and be able to do (Lesson Objective). 2. How you know students have learned what you have asked them to know (Demonstration of Learning). This slide reminds us of the core parameters of our day to day instructional planning. Animate # 1--We identify exactly what we want students to learn, Animate #2- We figure out how we will measure how well students learned it—formative assessment– so we know how to proceed with instruction. These components have been part of best practices for lesson planning for ages, right? These are not new requirements, then. Before we had all of the new directives about LOs and DOLs, where was that information? Where did we have it? (Participants will likely say: It was in the lesson plans, or maybe, In our heads.) Where is this information now? (Participants should say: On the board/ displayed in the room.) Why is it important that the information is there-- not just in our lesson plans, or in our heads? (Participants could say: So students know the purpose of their work, self-management of learning; so visitors can understand the work students are doing; so teachers know that they know what their intent in the lesson is, and focus their lesson on the learning standards.) Animate #3- And then we determine what strategies, tasks, activities, etc. that we need to enact our lesson objective, and make sure students are ready to perform the demonstration of learning. This is where we use scaffolds, differentiate materials or tasks, plan our MRS, etc., so we have an engaging and effective lesson. (Participants may need to clarify campus expectations for how –or how much of the daily lesson agenda is posted, including MRS.) 3. Using effective instructional strategies to teach the objectives.

Characteristics of Lesson Objectives and Demonstrations of Learning Distribute to participants: Lesson Objectives/Demonstrations of Learning handout

Developing Lesson Objective(s) What do you want students to learn today? Discuss the process (steps) to developing lesson objective. Identify and define the verb(s)-When identifying and defining the verbs--take it to the highest level of the verb Identify the content- Students will understand that…Students will know…Students will be able to… Create LOs Discuss how process skills (science and social studies), problem solving (math), and metacognitive processes (ELA) impact the LOs.

“Unpacking a Standard” Identify and study: verb(s)— processes What is/are the denotative meaning(s) of the verb(s)? What are the levels of rigor and complexity? Provide and use documents: Definitions of Verbs in the Tested Student Expectations Unpacking template (for use as working document) *

“Unpacking a Standard” Identify and study: Noun(s)— concepts What concepts must students learn? Provide and use documents: Definitions of Verbs in the Tested Student Expectations Unpacking template (for use as working document) *

“Unpacking a Standard” Identify and study: Context What is/are the conditions (tools, factors, circumstances) for the learning Provide and use documents: Definitions of Verbs in the Tested Student Expectations Unpacking template (for use as working document) *

“Unpacking a Standard” Determine what the TEKS/SE says students must know and be able to do. Consider implications for instruction. Based on TEKS/SE unpacking, what should instruction include? (Teacher must . . .) Provide and use documents: Definitions of Verbs in the Tested Student Expectations Unpacking template (for use as working document) *

Determine the author’s controlling idea 9.8 Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose. Know Expository text is focused by/organized around the author’s controlling idea. Some details are more important than others in supporting the author’s controlling idea. Be Able To: Determine the author’s controlling idea Evaluate details to determine their contribution to author’s purpose Implications for Instruction: Teacher must select appropriate texts for modeling and practice, Develop understanding of controlling idea, expository text . . .

Developing Demonstrations of Learning How will the students demonstrate their learning of the LO? Each content area should create a package of materials to model this process before letting teachers do on their own using the Demonstration Of Learning Activity template. The template may be different depending on the campus. Check with the administrator regarding the template. Go through the Developing Demonstrations of Learning cycle. Ask participants to check the DOL to determine if it meets the characteristics of a good DOL. Teachers will pair up and write DOL on the Demonstration of Learning Activity template: Select one LO- Identify the type of assessment/ product needed to measure student mastery- Create the DOL- Check for alignment- Discuss how process skills (science and social studies), problem solving (math), and metacognitive processes (ELA) impact the DOLs.

Possible Lesson Objective Possible Demonstration of Learning: 9.8 Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose. Possible Lesson Objective The student will analyze an expository text and infer the controlling idea. Possible Demonstration of Learning: Given a short expository text, the student will write a paragraph stating the controlling idea. They will explain and support their inference with at least 3 details from the text. Note: example of possible LO and DOL based on unpacking work reflected in slide 14.

TASK Assign task: Write a LO and DOL that reflects criteria (pairs/small groups). Provide and explain documents for use in task: Definitions of Verbs in the Tested Student Expectations Blank Unpacking Template With TEKS/SE 9.7A (for use as working document) Allow time for examination of document, noticings, and wonderings. Discuss responses. Assign task: Unpack Standard and Write a LO and DOL that reflects criteria (pairs/small groups) on chart paper and post around room. Gallery Walk: May pose questions on sticky notes in form of wonderings. Finally, provide sample completed template (unpacked standard (9.7A) with sample lesson topics, and sample LO and DO. Do not distribute unpacked sample (9.7A) until task is complete. Discuss: noticings and wonderings. ***Address questions charted at beginning of session. *

Debrief What did you learn from using the criteria to evaluate multiple examples of LOs/DOLs? Share ideas (small/whole group share/frame) ***Address questions charted at beginning of session (See slide 3). *

Reflection How has the work in this session increased your capacity to improve teaching and learning on your campus? Share some responses. *