plenary 2 summer institute 2009 thunder bay. setting lesson goals
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Plenary 2
Summer Institute2009
Thunder Bay
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Setting Lesson Goals
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First word/last word
Get in a group with 3 others.
One of you begins and asks the next person:
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First word/last word
What are important things to think about when creating a lesson goal?
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First word/last word
That person replies, then the next, the next, and then it goes back to the start – that person gets the last word.
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Let’s share
What was the most interesting idea you heard during this minds-on activity?
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It’s so important…
Getting a goal clear in your own mind can make a big difference in increasing the likelihood that students will learn what you hope they will learn.
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That includes knowing why you have that goal.
What’s the point of it?
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Teacher struggles
My experience is that setting lesson goals beyond reciting an expectation or simply using a topic name is a struggle for teachers.
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For example…BLM2.1Instead of reciting a
curriculum expectation as a goal: solve problems involving percents expressed to … whole-number percents greater than 100%...
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For example…
The goal could be:
If one number is less than 100% of another, the second number is more than 100% of the first.
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For example…
The goal could be:
If a percent is greater than 100%, its decimal equivalent is greater than 1.
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For example…The goal could be:
The same strategies are used to solve problems involving percents greater than 100% as problems involving percents less than 100%. Or…
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Why you want to do this…
If you decide on the goal, you are more likely to know what questions to ask, what activity to use,…
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Make it yours
Even if you get a lesson from a valued resource, you have to make your OWN decision about what to pull out of that lesson.
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For example…
Let’s look at this lesson from Grade 7 TIPS.
The stated goals are:
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• Review patterning concepts• Build a growing pattern• Explore multiple representations
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There is no “right way” to formulate the construction of term.
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Understand the limitations of recursive representations.
Highlighting the validity of all representations.
Encourage students to move on from recursive representations.
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For example…
The stated goals are:
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• Review patterning concepts• Build a growing pattern• Explore multiple representations
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Maybe…
the goal could be about recognizing when it’s useful to use a generalization when describing a pattern
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Maybe the closing asks…
Complete this:
The way someone figures out terms 3, 4, 5, and 6 might be very different from the way that person figures out term 100 because…
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Here are several goals
I have handed out a list of stated goals BLM 2.2 taken from a series of lessons on linear equations in a grade 9 text.
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Activity
Take 2 of these goals and focus them to relate more explicitly to one or more of the big ideas. To do this…
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Work with…
at least 2 new colleagues. Be ready to share. You may use the provided BLM 2.1 models to help you.
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Now…
Work with the same colleagues to write consolidating questions for two of those goals that would bring them into the spotlight for students… 29
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Remember…
Consolidating questions are a way to see if students have met the goal. They are not “exercises”.
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Now…
Post your goal and associated consolidating question beside the appropriate Big Idea elicited.
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Let’s share
Let’s do a gallery walk looking at the questions that were created.
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Anticipating problems– impact on
lesson goals
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Suppose…
You want your students to solve this problem.
•Brandon and Alexis counted their money. Between them, they had $7.50, but Brandon had $2.90 more than Alexis. 34
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First solve both partsBrandon and Alexis counted their
money. Between them, they had $7.50, but Brandon had $2.90 more than Alexis.
a) How much did each have?
b) How do you know there are no other answers?
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Let’s talk…
Your initial goal relates to one on the list I shared with you. Which one?
Now let’s make a list of a “top 5” anticipated problems. Keep the list.
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Now…
Discuss at your table.
How could knowing these potential problems affect your instructional goal for one or two subsequent lessons?
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Then…
Choose one of those new goals you decided upon.
What question might you ask at the end of the problem discussion to get at that goal?
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Share
Share your thoughts with another pair.
Were you surprised, or not, at the different directions the other pair took?
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Consolidate
A colleague suggests s/he just doesn’t have the time to personalize the goal and then anticipate student problems; s/he’ll just deal with them as they arise. 40
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Consolidate
Role play with a partner. Play critical friend and convince the person otherwise.
Reverse roles and play again.
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