Standards & Objectives October 11, 2012

Our Objective O By the end of cluster, teachers will develop student friendly learning targets for their lessons with measurement criteria for the upcoming week.

Agenda Evaluation Review Presenting Instructional Content Identify Need 2012 Walk through and lesson plans Obtain New Learning How to develop objectives Development Develop objectives for the week Apply (In your classroom) Evaluation Review Standards & Objectives

Last Week O Discuss the model (with visual) O What visuals did you include in the lesson? O How did you sequence your instruction to support all learners in your classroom?

Identify Need: Rubric O Classroom Walk-Throughs O Not skills based O Read like an agenda O Don’t point towards mastery (measurement) O Referred to during the lesson

Relative to Standards and Objectives Obtain New Learning Relative to Standards and Objectives O What? O Why? O How?

What?

More What?

Why? O Setting a goal is the process of establishing a direction of learning O Provides clear path of what is more important than other pieces of information in a lesson O Narrows goal of what students focus on O Day to day targets are clear and connect to the Big Idea of the unit—longer learning trajectory O Reeves, 2011

How? Questions I ask myself when planning a learning target. O Is my learning target aligned with my state standards? O What do I want my students to be able to do by the end of the lesson? (skill) O How will I determine mastery and what will it looks like? * Is my learning target action-oriented?

6 th grade standards Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates:  Demonstrate comprehension of a variety of informational, literary, and persuasive texts  Evaluate how an author uses words to create mental imagery, suggest mood, and set tone Grade Level Expectation: Sixth Grade Concepts and skills students master: 1. Literary texts are understood and interpreted using a range of strategies

How? O Reading: I can make personal connections by comparing events in my life to text while reading as measured by my reading response journal. O Standards: Every Sixth grade student in the state of Colorado Will know how to make personal connections to a book we read.

Criteria Advanced 4 Proficient 3 Partially Proficient 2 Unsat 0-1 Student can make three or more connections from their life to text Student can make two connections from their life to text Student can make one connection from their life to text Student can make no connections

Evidence of Mastery O EXAMPLE: O When reading the book Hunger Games, I can connect to Katniss. She has a really good friend that she can depend on. I have a friend that I depend on. She provides for her sister. I have to help my sister at home and cook her dinner and help her with her homework.

Develop 20 minutes O Look through your own learning targets. How do these fit? O Work with a content partner to write learning targets. O Exit Ticket: Fill out the TAP Learning Target Development.

5 steps for effective…….. O 1. Identify standard to be taught in a lesson next week next week O 2. Use new learning – use Bloom’s verbs to write and “I can“ statement O 3. Develop a target and assessment O 4. Apply – in your classroom apply this standard and measure effectiveness O 5.Evaluate – what does your student data show relative to your learning target?

How? Questions I ask myself when planning a learning target. O Is my learning target aligned with my state standards? O What do I want my students to be able to do by the end of the lesson? (skill) O How will I determine mastery and what will it looks like? * Is my learning target action-oriented?

Apply scheduled with your mentor/master teacher O Schedule time with you mentor/ master teachers to discuss plan, model, debrief, etc..

Evaluate O By the end of cluster, teachers will develop student friendly learning targets for their lessons with measurement criteria for the upcoming week. O Bring back evidence of student mastery arranged in 2 Advanced,2 Proficient, 2 Partially Proficient and 2 Unsatisfactory