1. Kristen Rossheim Academic Coach Imagine Town Center North Florida, Sunshine and South Carolina Regional Forum August 7th, 2014 Powerful Expectations Setting Objectives

2. ON TARGET How long until you get there Purpose of a GPS Where you are The distance to your destination What to do when you make a wrong turn GPS provides up-to-the minute information about:

3. ON TARGET Purpose of a GPS But without knowing where you are going or precisely how to get there… http://www.youtube.com/watch?v=mininBIakZtDmMgo&feature=player_detailpage

4. ON TARGET How to demonstrate new learning Purpose of a Student Learning Objective (SLO) What to learn How deeply to learn it “Without a precise description of where they are headed, too many students are “flying blind.” Learning objectives convey the destination for the lesson:

5. ON TARGET Gallery Walk Read through all of the quotes on the on the wall. Choose one that resonates with you and/or stretches your thinking. Stand by the quote you chose. Share why you chose that quote with the others who selected the same quote. As a group, be prepared to share out. Experts are on the walls. I’m learning with you.

6. TeachingLearning  Teacher knows what needs to be taught.  Student can articulate the learning target and why it is relevant and meaningful to him or her.  Teacher makes instructional decisions based on strategies that work for the class.  Student knows the learning strategies to choose from and can describe his or her learning progress.  Teacher measures performance against set standard for all students.  Student measures performance against his or her own progress.  Teacher reports degree of student success or failure to students and parents.  Student articulates what s/he did well, what s/he needs to do better, and what s/he will do differently next time in relation to the learning target and success criteria. A Shift from Teaching to Learning

7. ON TARGET Why should we focus on the learning? A recent analysis of 53 research studies found that when students were clear in advance about what they were learning, their achievement was, on average, 34 percentile points higher on tests than students in control groups.

8. ON TARGET Why should we focus on the learning? Classrooms in which there was evidence of a clear learning objective were ONLY 4% in a study of 1,500 classrooms! (Learning 24/7)

9. What do you notice about the following learning targets? (Why is it or is it not a SMART Goal?) Share you ideas with your shoulder partner.

10. ON TARGET Standards-Based Objectives “To write a persuasive essay about a key election issue to publish in our school Voters’ Guide.” (11th grade, U.S. History) “Good readers make personal connections to help them understand what they are reading.” (2nd grade, Language Arts) “Understanding Acute, Obtuse, and Right Angles” (10th grade, Math) “What is the most justifiable interpretation of a poem? How do we know?” (7th grade, Language Arts) “Survey your classmates to find out what foods we should have at our class party next week.” (4th grade, Math) Center for Educational Leadership

11. Planning and Instruction with Purpose in Mind A measurable learning objective guides instructional planning. “Think of your instruction as being like a train that takes your students from one place to another. The question to be answered by an objective is, “What are students expected to be like when they arrive at their destination?” Masser

12. ON TARGET Purpose: What do you hope to see and hear? Thinking about the critical elements contained in learning objectives, what would you hope to see and hear if these were present in a classroom? POST- IT TIME!!

13. ON TARGET FEEDBACK

14. ON TARGET Common Language Effective instruction requires that teachers be clear about what it is they want students to know and be able to do as a result of each lesson and about how they will gauge students’ success. A clear purpose can guide teaching decisions, focus assessment efforts, and engage students in taking ownership for their learning. Center for Educational Leadership

15. Having a clear, posted purpose/learning objective for a lesson is not simply for the benefit of the adults coming into the classroom. The purpose/learning target should be directly tied to what we want our students to know and be able to do as a result of the lesson.

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17. Standard vs. Learning Objective Standard: What we want students to be able to know and do at the end of any given time; standards are provided by the state(s) and derived from the National Standards. Learning Targets: These are statements of intended learning based on the standards. Learning targets are in kid friendly language and are specific to the lesson for the day and directly connected to assessment.

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19. Unpacking Objectives: Accessible and understood by all students A reading objective might be that students can identify the main idea in passages of a certain type and level. We want students being able to say more than "identify main idea." We want students to understand that they will learn how to get a better grasp on the meaning of what they read, why that should be a goal for them, and what it feels like to do that. For the student, this means both understanding the learning goal and knowing what good work on the assignment looks like. It's not a goal if the student can't envision it.

20. ON TARGET Unpacking Objectives: Embedded throughout instruction We find evidence of the teaching point of a lesson in the ways effective teachers target questions to lesson objectives or how the teacher talks with students about the expectations for learning or the relevance of what is to be learned.

21. ON TARGET Unpacking Objectives: Measurable We know that students’ chances of success grow markedly when they start their learning with a clear sense of where they are headed and when they play a role in tracking and communicating about their own progress along the way. Teachers help them succeed, therefore, by providing an understandable vision of success with examples of what success will look like when they get there.”

22. ON TARGET Unpacking objectives: Aligned with the task The single most important method for routinely setting learning objectives is using assignments that match the learning goal. It is in the assignment that the teacher translates the learning goal into action for the student. The assignment or activity is such a close match with the goal that the student would be able to think, ‘If I can do [this assignment], then I can do [the learning objective].’”

23. ON TARGET Unpacking Objectives: Used for student self-assessment Students cannot regulate learning, use thoughtful reasoning processes, set meaningful goals, or assess the quality of their own work unless they understand what success looks like in today’s lesson.

24. ON TARGET Unpacking Student Objectives: Jigsaw in Color Groups  You have been given a color  Go to the area with the corresponding color table tent  By that table tent is a set of grade level standards and Imagine curriculum guides.  With your color group, “unpack” one of the standards and create meaningful learning objectives. Prepare to share the standard/objective with the group.

25. ON TARGET Self-Assessment Sharing Learning Targets What level of support do you need to meet today’s learning target? I do it (independently) We do it (with the support of peers) You do it (explain and model)

26. Circle of Viewpoints How does a learning objective help you? Help your students? EXIT TICKET!

27. ON TARGET Purpose of Learning