C&I 204- Teacher Planning: Teacher Manuals and Learning Objectives

C&I 204- Teacher Planning: Teacher Manuals and Learning Objectives

September 21, 2011

Today’s Class

• Review and Analyze Teacher’s Manuals• Describe Types of Teacher Planning• Introduce Instructional Objectives

INTASC Standard #7 Instructional Planning Skills

(Interstate New Teacher Assessment & Support Consortium)

Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

• 7.1     plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.

• 7.2     develops plans that are appropriate for curriculum goals and are based on effective instruction.

• 7.3     adjusts plans to respond to unanticipated sources of input and/or student needs.

• 7.4     develops short and long-range plans.

• Reference to ILS and/or Subject-Area Specialist Standards

• Objectives• Provisions for individual differences• Extension activities• Assessment activities• User friendly• Your personal opinion

Manual Analysis

You have been selected as a member of the reading textbook selection committee.

What criteria will you be looking for?

What did you determine?

Linear-Rational Model

GoalsObjectives

& Standards

AssessmentTeaching

Strategies & Learning Activities

Evaluation

Serve as guidelinesGoals

Objectives &

Standards

What students will know and be able to do

Assessment Diagnostic

Teaching Strategies &

Learning Activities

Help students achieve the objectives

Evaluation Summative

Linear-Rational Model

Types of planning?

• Year example– Semester– Term

• Unit example

• Week example

• Daily example

Lesson Plan Templates Hierarchy?

Thought for Today

"Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where---" said Alice."Then it doesn't matter which way you go,"

said the Cat. (From Alice in Wonderland, by Lewis Carroll)

How do you plan?

In groups of 3, place the strips in the order you believe you should go about planning

Be prepared to explain your thought process

Backward Design

• Select outcome or standard - Intent• What will achievement look like?• Design assessment• Plan and deliver instruction

– Adequate opportunities

• Assess student learning• Assess intent

What are we supposed to teach?

MORE

TO

THE

POINT

State Goals (1985)

Illinois Learning Standards (1993)

Performance Descriptors (2003)

IAF (2004)

Illinois Interactive Report card Illinois State Board of Education

What’s the difference between a goal and an objective?

Goal

Objective

Why are learning objectives important?

Focus

• Student performance not teacher performance• Product not process• Terminal behavior not subject matter• Include only one general learning outcome in

each objective

AudienceBehavior (action)ConditionsDegree (criterion)

Guidelines

• Student demonstration of learning

• Communicate targets?– Students– Parents

Targets for Assessment

Lesson Design

•Desired skills•Objectives

•Behaviors students demonstrate

•Outcome level•Learning environment

•Degree of student learning

•Fulfillment of intent

Evaluation of Instruction

Observable Verbs

Objectives should be detailed enough:

• Performance recognized by another competent person

• Understand your intent as YOU understand it

Performance Objectives

AudienceBehavior (action)ConditionsDegree (criterion)

BehaviorWhat do I want students to be able to

do?• Performance outcome • What mastery looks like

Think VERBTaxonomy of VerbsPractice

Observable

Conditions

The conditions you will impose when students are demonstrating mastery– Student be allowed to use?

– Student be denied?

– What conditions will you expect the desired performance to occur?

Condition Examples• Given a problem of the following

type…• Given a list of…• When provided with ……• With the aid of ……• Without the aid of ….Not• Given adequate practice in• Given the student has completed the

ePractice

DegreeThe criteria for acceptable

performance• To what degree must the child perform?

– The percentage correct

– The number to be completed

– Many times when writing objectives, the degree is implied

Practice

Your Turn!

Select one lesson in your teacher’s manual and find the instructional objective(s) for that lesson.

• How are they written?• What observable verbs are used?

Share with a partner

Next Class• Review pp. 66-77 of text• Read materials on objective writing and

Bloom’s Taxonomy, posted on the Wiki• Start thinking about what subject area and

grade level you will want to write your lesson plan– Look at Learning Standards on ISBE and the IIRC

• Looking ahead: You will be submitting your objectives to me for review sometime before October 2 (10 points for a timely submission)

• Bring your clickers to class Monday• Post your IRE by midnight on October 9