1. Secondary Curriculum, Instruction & EL SERVICES Explicit Direct instruction Orientation Phase October 2011

2.  Objectives  Learning  Language  Social  Activate Prior Knowledge  Sub skill Review  Universal Experience  Communicate Expected Results Orientation Phase 5-7 minutes The teacher carries the cognitive load.

3.  LEARNING OBJECTIVE: Focus is content  LANGUAGE OBJECTIVE: Focus is Academic Language (tied to Learning Objective)  SOCIAL OBJECTIVE: Focus is on student interaction and behavior during cooperative structures (i.e. pair-share) Three types of Objectives

4. A learning Objective is a standards-based statement that describes what students will be able to do independently at the end of a lesson. Learning Objective

5. Language Objectives 1.Target a specific language skill that can be taught during the lesson. 2.Must have student interaction. Language Objective

6.  Social Objectives are the :  Rules and standards for behavior  Communicate expectations with regards to behavior and outcomes of group interaction  Processes and procedures as they apply to collaborative work Social Objective

7.  Write the three types of objectives on your white board. Share your answers with your partner. TAPPLE

8. LEARNING OBJECTIVES A more in-depth look at….

9. Concepts: main ideas Skills: measurable behavior Context: 1.Resources to be used 2.Specific methods to be used Components of a Learning Objective

10. The CONCEPT is the main idea of the Learning Objective. FOR EXAMPLE: “Write a five-paragraph summary of a newspaper article” Summary is the concept. CONCEPT

11.  The SKILL is the verb in the Learning Objective. FOR EXAMPLE: “Write a five-paragraph summary of a newspaper article” Write is the skill.  The skill taught during a lesson should match the skill required in the Independent Practice. SKILL

12. A CONTEXT is any specific condition under which the Objective will be executed. “Write a five-paragraph summary of a newspaper article” The context describes the resources to be used— newspaper article. CONTEXT

13.  On your whiteboards write the three components of a Learning Objective and share with your partner. TAPPLE

14.  Standards-based Learning Objectives come right from the state content standards.  Content standards actually contain multiple Learning Objectives. Where do standards-based Learning Objectives come from?

15. There are four steps to writing a standards-based Learning Objective: 1.Select a grade-level content standard. 2.Identify all the concepts and skills included in the standard. 3.Deconstruct, or break down, the standard into specific Learning Objectives. 4.Select or create matching Independent Practice. WRITING STANDARDS-BASED LEARNING OBJECTIVES

16. History-Social Science  Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism Step #1: Select a content standard:

17.  Skills  Describe  Concepts (main idea, noun)  Life of Confucius  Fundamental teachings of Confucianism  Fundamental teachings of Taoism  Context(s) (condition if present)  None in this particular standard Step #2: From the content standard, identify

18.  Describe the life of Confucius.  Describe the fundamental teachings of Confucianism.  Describe the fundamental teachings of Taoism. Step #3: Deconstruct the content standard into specific Learning Objectives

19.  Independent Practice  Oral presentation  Class discussion  Completing a graphic organizer  Final Objective:  SWBAT describe the life of Confucius through the use of a a graphic organizer Step #4: Select or create matching independent practive

20.  Discuss the four steps to writing a learning objective and list those steps on your white board. Tapple

21.  During the EDI lesson, you always teach the Learning Objective to your students. Teaching the Learning Objective to the Students

22.  Step #1: PRESENT the Learning Objective to the students  Step #2: Have the students INTERACT with the Objective.  Step #3: Use TAPPLE to check that students can describe the Learning Objective Teach Learning Objectives in three steps

23.  Discuss the three steps to presenting the learning objective to your students with your partners. Discuss at least one method that can be used to encourage student interaction with the standard. Tapple

24. LANGUAGE OBJECTIVES A more in-depth look at...

25. Language Objectives are used to advance English Learners’ use of the academic English— already contained in a lesson—that is necessary for them to be successful in the lesson. WHAT IS A LANGUAGE OBJECTIVE: The teacher does this by purposefully engaging students in structured Listening, Speaking, Reading, and Writing.

26. 1. Identify and support new language. 2. Advance a student’s use of English in general so they are more successful with the lesson. LANGUAGE OBJECTIVE SERVE TWO PURPOSES

27. Social Objectives A More In-Depth Look...

28. To enable students to successfully function in a collaborative environment, teachers must explicitly teach these interactive structures in their classrooms through the use of social objectives and direct instruction What is a Social Objective?

29. Promote 21 st century skills such as; critical thinking and problem solving, communication, agility and adaptability. Why is it important to create opportunities for students to Collaborate?

30. 1. Do I explicitly teach the behaviors I expect from my students or do I merely engage in telling them about the desired behavior? 2. When I deliver lessons on behavioral expectations, do I gradually release the responsibility of the learning in that lesson or do I show students and then expect them to do it themselves? 3. Do my students have consistent opportunities to engage in peer-based discussions and productive group work in the classroom? 4. Do I use these types of interactive structures with intentionality and purpose? Are the structures preplanned or mostly used spontaneously? 5. Could I be more systematic and explicit in addressing student engagement, behavior and learning for my students. REFLECTIVE QUESTONS

31. Think-Pair-Share - Involves a three step cooperative structure 1. Students think silently about a question posed. 2. Individuals pair up and exchange thoughts. 3. The pairs share their responses with other pairs, other teams, or the entire group. Social Objective: Students will be able to actively listen and restate their own and their partners ideas. EXAMPLE OF A SOCIAL OBJECTIVE

32. ACTIVATING PRIOR KNOWLEDGE A more in-depth look at...

33.  APK is used to provide:  A connection between something students already know and the new content they are going to learn.

34.  APK is done in three steps: 1.Activate  UNIVERSAL EXPERIENCE OR SUB-SKILL REVIEW 2.Interact 3.Connect How to Activate Prior Knowledge

35.  Write the three steps to Activating Prior Knowledge on your white board. TAPPLE

36.  As you are watching the EDI lesson component of APK, be ready to identify the three steps of APK by using your index cards: 1.Activate 2.Interact 3.Connect

37. Activating Prior Knowledge

38.  Discuss when the three steps of APK were demonstrated in the video. TAPPLE

39. The final step to Orientation is when the teacher communicates the results of the lesson. Example:  Students will complete a Graphic Organizer  Students will complete notes on the causes of WWII  Students will complete 10 practice problems  Students will create an outline for their essay This should be addressed while reviewing the agenda for the period. Communicate Expected Results

40. 1.List the three types of objectives. 2.State the four domains from which a language objective is written. 3.List the three components of a Learning Objective. 4.List the two methods to Active Prior Knowledge. 5.What is the purpose of a social objective? 6.Why is it important to incorporate collaboration time into a lesson? Exit Ticket