[ppt]unpacking the tools of success - dallas independent … · web viewagenda i. disd core beliefs...
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Unpacking the Tools of Success
Toolkit for SuccessUnpacking SE and Writing LO and DOL
LOs - Learning Objectives
DOL - Demonstration of Learning
CONRAD HIGH SCHOOL
August 8,2013
Presented by your High School Math Academic Facilitators:
Rosa Darkwa, Division 3 [email protected]
Ercleo Earl Esquejo, Division 2 [email protected]
Betsy Urschel, Division 4 [email protected]
Agenda
I. DISD Core Beliefs
II. Unpacking Student Expectations
III. Characteristics of Learning Objectives
IV. Characteristics of Demonstrations of Learning
V. Making Connections
VI. Final Reflection and Feedback
Learning Objectives
CICs will be able to unpack standards and write Learning Objectives (LOs) and Demonstrations of Learning (DOL)
CICs will articulate the importance of Learning Objectives (LOs) and Demonstrations of Learning (DOL).
CICs will understand how to effectively use the Unpacking the Student Expectation template with teachers.
Warm-Up
On the front of an index card, write your first and last name, the names of your campus and your email address.
First Name Last Name
Campus
Throughout this session, make note on the back of the index card, any comments of future PD or support you might need/like from your Academic Facilitators.
You will turn in your index card at the end of this session as an exit slip.
Notes/Comments on future PD or support you would like.
Dallas ISD Core Beliefs
Our main purpose is to improve student academic achievement.
Effective instruction makes the most difference in student academic performance.
There is no excuse for poor quality instruction.
With our help, at risk students will achieve at the same rate as non-at risk students.
Staff members must have a commitment to children and the pursuit of excellence.
DISD Core Belief Activity
As teachers become more intentional about the decisions they make about what to teach, the quality of their instruction will improve.
Core Idea Leverage Leadership p. 117
Which core belief(s) does the quote reflect?
Be prepared to explain why and share.
Focus your attention on students actions and band directors behavior
5 minutes
Reflection
How does this video clip relate to writing effective learning objectives?
A. Unpacking Student Expectation (SE)
5 minutes
Example
A.6A Develop the concept of slope as rate of
change and determine slopes from graphs,
tables and algebraic representations.
Unpacking the Student Expectation
Student ExpectationVerb (Cognitive)Noun(Content)Knowledge and SkillsA.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.DevelopDetermine
Unpacking the Student Expectation
Student ExpectationVerb (Cognitive)Noun(Content)Knowledge and SkillsA.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.DevelopConcept of slope as rate of changeDetermineslopes
Unpacking the Student Expectation
Student ExpectationVerb (Cognitive)Noun(Content)Knowledge and SkillsA.6A Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.DevelopConcept of slope as rate of changeFrom graphs, tables and algebraic representations.DetermineslopesFrom graphs, tables and algebraic representations.
B. Characteristics of Learning Objectives
B. Characteristics of Learning Objectives
Match the strips and identify which are weak and more effective Learning Objectives (LO).
Card Matching Game
What criteria did you use to identify the weak and more effective LO?
10 minutes
Learning Objectives
Weak ObjectivesMore Effective Objectives
What criteria did you use to identify the weak and more effective LO?
Learning Objectives
Characteristics of good lesson objectives (Checklist)
answers the question: What are students supposed to learn?
tied to a standard or skill needed to accomplish the standard
follows the mapped curriculum
understandable to parents and students
specific
students can demonstrate that they have learned the objective in one (and at most two) session(s) or class period(s)
Secondary
lists each objective to which the class will devote more than 20 minutes
A good lesson objective is not:
an agenda or schedule
a description of the activity or the resource
the title of the film, book, story, etc.
a description of the vehicle or method used to teach a concept
too broad or vague
disguised as an objective, but really is a description of what the teacher is going to teach, not what the student is supposed to learn
Writing Learning Objectives
Student ExpectationVerb (Cognitive)Noun(Content)Knowledge and SkillsLearning Objectives (Examples)A.6A
Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.DevelopConcept of slope as rate of changeFrom graphs, tables and algebraic representations.DetermineslopesFrom graphs, tables and algebraic representations.
Students will be able to develop the concept of slope as rate of change from graphs, tables and algebraic representations
Students will be able to determine slopes from graphs, tables and algebraic representations
C. Characteristics of Demonstrations of Learning
10 minutes
Characteristics of Demonstrations of Learning
Students will complete a worksheet on circumference and diameter.
Students will make a poster of the four types of distributions of data and write the definition of each.
Given 3 problems with radius identified, students will correctly calculate the circumference and diameter of each circle.
Using graph paper, students will correctly draw four distributions of data skewed positively, skewed negatively, normal, and uniform.
Given three real-world problems, students will correctly calculate the percent increase or percent decrease for each problem.
Students will calculate the increase in student test scores and calculate the mean and median of the increase in student test scores.
A Demonstration of Learning (DOL) is an activity or product through which a student demonstrates that he has learned the lesson objective.
Demonstration of Learning
DOLs fall into two categories:
those that require the student to demonstrate what he has learned in one or two class periods within a subject area, and
2) those that assess more complex objectives or assess multiple learning objectives.
Demonstration of Learning
Tied directly to the lesson objective and the guaranteed curriculum
Can usually be accomplished in five to ten minutes
Requires each student to demonstrate what they have learned over the last class period or two in a subject area
Is measurable (can be assessed)
Is generally understandable to students (students know what they have to do to demonstrate that they have learned the objective)
Designed before the lesson is conducted
Characteristics of a good DOL:
A check for understanding
An activity or project used to teach the objective
A quiz or exam that assesses multiple objectives
Homework
A good DOL is not:
Writing Demonstration of Learning
Student ExpectationVerb (Cognitive)Noun(Content)Knowledge and SkillsLearning Objectives (Examples)Demonstration of Learning (DOL)A.6A
Develop the concept of slope as rate of change and determine slopes from graphs, tables and algebraic representations.DevelopConcept of slope as rate of changeFrom graphs, tables and algebraic representations.Students will be able to develop the concept of slope as rate of change from graphs, tables and algebraic representations.DetermineslopesFrom graphs, tables and algebraic representations.Students will be able to determine slopes from graphs, tables and algebraic representations.
Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to develop the concept of slope as rate of change correctly at an 83% proficiency level.
Given 6 problems (a combination of graphs, tables and algebraic representations), students will be able to determine the slope correctly 5 out of 6 times.
Algebra 1 SE (Source: Curriculum Central)
A.1 Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:
(A) describe independent and dependent quantities in functional relationships. S District: 2012 44%;
(B) gather and record data and use data sets to determine functional relationships between quantities. S District: 2012 54%;
(C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations. S District: 2012 39%;
(D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities. R District: 2012 65%;
(E) interpret and make decisions, predictions, and critical judgments from functional relationships. R District: 2012 52%;
DOL
Given one student expectation (SE), participants will successfully unpack, write effective learning objectives (LO) and demonstration of learning (DOL).
Making Connections:Using the Template, choose an SE to unpack and write effective learning objectives (LO) and demonstration of learning (DOL).
15 minutes
Quick Write:
How do you think todays session will influence your practice as a campus instructional coach?
5 minutes
Thank you!