Standards and ObjectivesCluster 5

The TAPTM System Training Portal

Objectives Cluster members will examine the key words and their significance of the indicators in Standards and Objectives and how they connect to student learning.

Cluster members will identify important components of research and develop a plan for formative assessments to improve student achievement.

Cluster members will evaluate a lesson using the Instructional Rubric for Standards and Objectives and Learning Environment.

Agenda 1. Talking Chips!

2. It Says…It Means rubric activity

3. Research

4. Prezi

5. Classroom Model

6. Development

7. Action Steps (Reflection)

Talking Chips (Review Learning

Environment)

• Your Turn! Tell two things you implemented from the learning environment rubric

• Whole Group Debrief: POW-WOW(decide on something powerful)

(Connect to Last Week’s Cluster Meeting)

Review and Reflect

• Take a moment to review the descriptors under the indicator of Standards and Objectives. Highlight the differences between the scores of 5, 3, and 1

• Think about which descriptors are challenging for the teachers at your school and why.

What is an effective learning objective?

Let’s look at the research!

Handout 2

Key Points from the Research

• Instructional goals must be clear and stated in terms of student learning rather than student activity.

• Instructional goals should be capable of assessment.

• Instructional goals should be stated in clear language. Verbs that define instructional goals should be unambiguous and suggest assessment techniques.

• Setting objectives should be a thoughtful exercise with a student focus. The objectives should be clearly communicated to students.

Standards & Objectives IndicatorWhat the descriptor says: What the descriptor means:

Most learning objectives and state standards are communicated.

Note: Learning objectives must be narrow in focus, measurable and clear. Communicated (not simply stated)Making connections throughout the lesson to provide purpose for the lesson…

Standards & Objectives IndicatorWhat the descriptor says: What the descriptor means:Most learning objectives and state standards are communicated.

**Sub-objectives are mostly aligned to the lesson’s major objective.

Pre-requisite: what students need to know or be able to do to succeed and accomplish the objective of the lesson.

Learning objectives are connected to what students have previously learned.

The objectives are sequenced appropriately and build on prior learning.

Expectations for student performance are clear.

Teacher communicates how students will show mastery of the lesson objective.

State standards are displayed. Teacher displays state standards to students – giving them the BIG Picture.

**There is evidence that most students demonstrate mastery of the objective.

Student responses (oral and/or written) provide evidence that most students mastered the objective.

Assessments Indicator (Tie-in for future)

What the descriptor says: What the descriptor means:**Are aligned with state content standards. The process for gathering information (use

of assessments) to measure student progress which matches the state’s expectations (criterion)

Have measurement criteria. Levels of student proficiency are defined and quantifiable (proficiency levels)

**Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test.)

Formative Assessments are used throughout the lesson – oral and/or written … formal or informal –in 2 or more ways…

Require written tasks. Writing shows “thinking” – some written tasks (as appropriate) should be used to assess student progress/understanding

Include performance checks throughout the school year.

Evidence of scaffolding and spiraling assessments to continuously check progress toward mastery of instructional goals.

Handout 3

There is evidence that most students demonstrate mastery of the objective. "Major reviews of research on the effects of formative assessment indicate that it might be one of the more powerful weapons in a teacher's arsenal. The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions." -Robert J. Marzano's The Art and Science of Teaching

What about Assessment? Key Points from the Research

• Teachers should use assessment data to guide and inform instruction. (Hello….)

• The use of formative assessment increases student achievement.

http://prezi.com/z-74pgrvxxdh/copy-of-formative-assessment-classroom-techniques-factstitle/

• Teacher designed assessment must be aligned to state standards. (We do this with STI)

Guiding Questions:

Create student friendly objectives

Design assessments that show most students demonstrate mastery of the object

Measure student performance in more than two ways

(e.g. project, experiment, presentation, essay, short answer, or multiple choice test.

How can teachers strengthen these areas?

Strategies for Formative Assessments• FIST

• Muddy Waters

• Chalk Talk

• Think-Pair-Share

• One-minute paper http://youtu.be/GPR6hEsg-uo

• Talking Chips

• Application Cards http://youtu.be/vZJucrGW8pg

• Lots of Ideashttp://loticonnection.cachefly.net/iste_2010/Informal_Assessment_Strategies.pdf

Sample Assessment PlanCheckpoint Assessment “Look For's” Next Steps

Questioning for Real-life examples and associations

Prior learning and connections Provide visuals and scenarios to create the associations for them (Reassess through questioning)

Word Problem Scenario Sort Ability to differentiate between perimeter and area scenarios

Rally Coach to specifically identify words that are being associated with perimeter and area concepts

Dry erase board activity Individual assessment of ability to differentiate between perimeter and area scenarios

Individual writing of perimeter and area word problems

Exit Ticket Ability to differentiate between perimeter and area in visuals, words, and in writing scenarios

Assessment of student work will determine next steps

Development Time

“Formative Assessment”

Write/Pair/Share• 1) Individually: What is your biggest challenge (s) in

assessing students?.

• 2) Shoulder Partners: share your ideas.

• 3) Work together to brainstorm some formative assessments you could use in your discipline

• 4) Share

TAKE 3List 3 pieces of new learning you will take

away from today’s session.Describe 2 actions you will take in the next

week as a result of today’s cluster.Write 1 way in which Tap has already

improved your teaching.

Have a GREAT WEEK!!!!