Daily alignment (1)

Session 3: Daily Alignment

Secondary Curriculum, Instruction, and Assessment

Today’s learning objectives

1. Explain how core standards, objectives, and indicators relate to unit and daily lesson plans.

2. Identify the steps to backward design.3. Compose learning objectives at all

levels of Bloom’s Taxonomy.4. Align formative assessments with

daily indicators.

Learning Objective #1

Example: Hiroshima

Global objective: (empathy)To examine a focal event in American History

through the eyes of “the enemy” (to place students in the position of “Other”).

State Core/Educational objectives (Unit objectives):

1.2 Comprehend and evaluate informational text.1.3 Comprehend and compare culturally and

historically significant literary forms.2.1 Evaluate ideas and information to refine

thinking through writing.

Example (cont).

(some) Daily Learning objectives (indicators):1.2b Evaluate the effectiveness of internal text

structures in a variety of texts. 1.2c Identify an author’s implicit and stated

assumptions about a subject based on the evidence in the text.

1.3d Evaluate the impact of setting and historical context on literary works

2.1a Evaluate the merit of opposing opinions

Instructional Planning

Course Planning General

Unit Planning

Daily Lesson Planning Specific

Instructional Planning

Scope:

Focus:

Sequence:

Alignment:

Learning Objective #2: Backward Design

What do I want my students to know/do?= determine your objective(s)

How will I know when they know and can do it?= design your assessment

How do I prepare them to know and do it?= plan your lesson

Learning Objective #3 (BD step 1)

You will be able to compose learning objectives at all levels of Bloom’s (grad students’)

cognitive taxonomy.

“Learning Objectives” = “Indicators”

Not:Students will know the Pythagorean theorem.

But:Students will apply the Pythagorean theorem to solve problems.

Not:Students will gain an appreciation for the role of culture in student learning.

But:Students will list three assumptions Native American students may hold regarding teacher-student relationships.

Not:Students will learn about suicide.

But:Students will identify five warning signs of suicide.

Not: Students will understand how important freedom is.

But:Students will explain the personal relevance of the first five amendments to the Bill of Rights.

Characteristics of good learning objectives:

Why are learning objectives important?

They help you . . . Focus your contentSelect instructional models and strategiesDevelop and select instructional materialsDetermine your assessmentDemonstrate what you valueKeep teaching and learning focused

Bloom’s Cognitive Taxonomy

Creating – generating new ideas, products, or ways of doing things

Evaluating – justifying or judgingAnalyzing – breaking information into parts

to determine how it fits togetherApplying – transferring information to a new

contextUnderstanding – explaining ideas or conceptsRemembering – recalling information

Remembering

Recalling specific items (e.g. facts, vocabulary)

know define memorize repeatrecord list recognize namerecall identify tell recite

Recite the Pledge of Allegiance.

Understanding

Grasping the meaning of the material.

Restate discuss explaindescribe express paraphrase illustrate distinguish recognize

Reword the Pledge of Allegiance.

Applying

Transferring knowledge to a new context.

generalize apply practicerelate examine solvedescribe show criticize

Describe how allegiance may be demonstrated by someone’s behavior.

Analyzing

Breaking down material into parts to determine how it fits together.

differentiate compare contrastorganize classify arrangediscriminate distinguishsubdivide

Distinguish between allegiance to “the flag” and allegiance to “the republic for which it stands.”

Evaluating

Making judgments based on criteria and standards. Justifying a decision or action.

judge appraise evaluatevalue rate critiquecheck choose

Decide if the ideas expressed in the Pledge of Allegiance exemplify the behavior of worthy

citizens

Creating

Putting elements together to form a coherent whole or new structure.

design compose generatemake fashion constructinitiate invent

Create a new Pledge of Allegiance based on original ideas combined with

modern paradigms and moralities.

Comparison Objectives

Name the five causes of dizziness.

Given a patient case description, determine the three most likely causes of dizziness.

Comparison objectives

Identify melodic and harmonic intervals.

Transpose a composition from the key of C Major to the key of F Major.

Comparison objectives

Identify characteristics of a polygon.

Given the coordinates, use the Cartesian coordinate system to find the dimensions of a polygon.

Comparison objectives

List the levels of Bloom’s cognitive taxonomy in ascending order.

Create measurable indicators for a particular objective based on Bloom’s cognitive taxonomy.

Indicator #3: Compose learning objectives

Select an objective from your core and practice composing learning objectives (aka: indicators) at the Different levels of Bloom’s cognitive taxonomy.

Hints: Focus on student performance, not teacher performanceFocus on product, not processInclude only one learning outcome in each objectiveBe clear, measurable, realistic, appropriate, and worthyUnderline your verb

Indicator #4: Align formative assessments

This is Backward Design step 2!

Now go back through those indicators and determine how you would assess student mastery of those indicators.

Hints:Indicator + venueUnderline your verbMake sure it’s cognitively aligned to your indicator

Today’s formative assessment! Can you . . .

1. Explain how core standards, objectives, and indicators relate to unit and daily lesson plans.

2. Identify the steps to backward design.3. Compose learning objectives at all levels of

Bloom’s Taxonomy.4. Align formative assessments with daily

indicators.

For next time:

Cognitive Alignment Table – bring hard copyRead “Differentiation – What and Why”

(posted on the calendar)Read pp. 263-265, “The Graffiti Model”

(part of Chapter 13 in your text)