-
DIRECT INTERACTIVE INSTRUCTION33© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
Part II
Standards and Measurable Objectives
DONE ✔
Features of Standards
I will differentiate between a standard and a measurable
objective.
I will analyze the features of a standard for Content,
Competence, and Context.
I will distinguish the varying levels of Competence as expressed
in core standards.
Features of Measurable Objectives
I will deconstruct a standard to identify and clarify its
measurable objective.
I will analyze an organizing schema for ensuring standards
mastery in a large group setting.
I will relate an observed demonstration lesson to the stages of
a lesson that includes Standards and Measurable Objectives and
Assessing Mastery.
Assessment and Research
I will self-assess my progress in my implementation of the DII
component: Standards and Measurable Objectives.
I will analyze the research and read the article, “Raising the
Bar: Targeting Instruction Through Standards and Measurable
Objectives.”
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Features of Standards
34 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
What are the four components of Direct Interactive
Instruction?
The four components of Direct Interactive Instruction are . .
.
Why is it important to tell students what they are learning and
why they are learning it?
It is important to tell students what they are learning and why
they are learning it because . . .
How does communicating a clear and consistent lesson focus
increase Academic Learning Time?
Communicating a clear and consistent lesson focus increases
Academic Learning Time by . . .
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Features of Standards
DIRECT INTERACTIVE INSTRUCTION35© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Standards and Measurable Objectives
Lesson Structure and Sequence
Student Engagement: Interaction, Feedback,and Correctives
Proactive Classroom
Management
ALLOCATED TIME
ENGAG
EMENT RATE
AVAILABLE TIME
SUCCESSRATE RETENTIONTRANSFER
MOTIVATION
Using Direct Interactive Instruction to Maximize Academic
Learning Time
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Features of Standards
36 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
Which statements connect to maximizing Academic Learning
Time?
The statement connects to maximizing Academic Learning Time
because . . .
What information did you find interesting or consider to be an
“aha”?
I consider to be an “aha” because . . .
What do you have a question about or need clarification for?
I have a question about or need clarification for because . .
.
Which statements validate your current practice?
The statement validates my current practice of because . . .
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Features of Standards
DIRECT INTERACTIVE INSTRUCTION37© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Clarity of focus is assured for students when teachers ground
their lessons in explicit standards and measurable objectives that
define what students will know and be able to do at the end of the
lesson, the chapter, the course, or the semester. Targeted
instruction is possible and much more effective because the teacher
is focused on what “the end” looks like and what students will
demonstrate to “show what they know.”
Standards are made up of objectives that can be demonstrated and
mastered, one by one. The standards should be deconstructed and
analyzed for their measurable sub-parts, or the objectives that
make up the standard. For example, standard A is composed of
measurable objec-tives 1, 2, 3, and 4. The number of objectives in
a standard is determined by the complexity of the standard and the
aptitude (learning facility and rate) of the students.
A measurable objective is the target or focus for a lesson. The
students and teacher will know where they are going and when they
get there because students will demonstrate their mastery of the
objective at key points during the lesson routine. The objective
should be a perfect match with what students will then do at the
end of the lesson through a final, easily measurable, and
culminating demonstration of their learning. Each measurable
objective may be taught as a separate lesson or lessons.
A standard is the high-value performance that will be tested to
determine how well a student is learning as compared to all other
students. Therefore, it is important for students to understand the
connection between the lesson standard and the measurable
objectives, as well as the connection between the measurable
objectives and the lesson routine. Key strategies should be
utilized routinely to make these connections in every lesson.
Standards and Measurable Objectives
-
Features of Standards
38 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
What is a standard?
A standard is . . .
What is a measurable objective?
A measurable objective is . . .
What are the similarities and differences of standards and
measurable objectives?
A of standards and measur-able objective is . . .
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Features of Standards
DIRECT INTERACTIVE INSTRUCTION39© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
S TA N D A R DMEASURABLE
OBJECTIVEMEASURABLE
OBJECTIVEMEASURABLE
OBJECTIVE
A Standard . . .
• is a description of a high-level performance.
• is a basis of comparison.
• is a reference point against which things can be
evaluated.
• is the ideal against which something can be judged.
• is a widely- and regularly-used public expectation.
• provides direction to a wide audience.
• tends to be summative and long-term.
• contains multiple measurable objectives.
To achieve comprehensive mastery of a standard, all objectives
must be mastered. The rate of mastery and the number of objectives
a standard may reflect is a function of both the complexity of
the
standard and the aptitude, or learning rate, of the
students.
Differentiating Standards and Measurable Objectives
A Measurable Objective . . .
• is a specific, measurable, and observable student
behavior.
• is the description of the performance that learners should
exhibit in order to demonstrate competence.
• is the intended result at the end of instruction— a lesson, a
unit, a course, or a year.
• is directly derived from a standard.
• tends to be formative and short-term.
• should be benchmarked over time to determine where students
are in their mastery of the standard.
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Features of Standards
40 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
How are Content, Competence, and Context essential elements of a
standard?
is an essential element of a standard because . . .
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Features of Standards
*NOTE: Not all standards identify the context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives need to be reworked to identify
the manner in which the students are to be assessed “at the end” of
the learning. Context may range from inauthentic to authentic or
from a multiple-choice test to a persuasive argument for a genuine
audienceseeking a change of opinion or a result.
S TA N D A R D
CONTEXTHow will the students learn?
How will they show what they know?
CONTENTWhat will the students know?
COMPETENCEWhat will the students do to
show what they know?
DIRECT INTERACTIVE INSTRUCTION41© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Essential Elements of a Standard
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Features of Standards
42 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
What will the students know?
The students will know . . .
What will the students do to show what they know?
To show what they know, the students will . . .
How will the students learn?
The students will learn by . . .
How will the students show what they know?
The students will show what they know by . . .
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Features of Standards
DIRECT INTERACTIVE INSTRUCTION43© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Content: What will the students know?
Essential KnowledgeContent is the knowledge a student must know
at the end of a lesson,
a chapter, a unit, a year, or for life after school. It is the
essential informa-tion, skill, or concept that defines a standard
or a measurable objective. There can be many levels of difficulty,
from simple discrete skills to broad, overarching, conceptual
understanding.
Levels of Difficulty
CONTENT
Discrete information
Skills that can be transferred to more than
one situation
Concepts that can be applied across a broad spectrum
I know that the first letter of
each sentence is capitalized.
I know that in complete sentences subjects and verbs
agree.
I know that opinion pieces support a point of view with
reasons
and evidence.
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Features of Standards
44 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Competence: What will the students do to show what they
know?
Implications for Instruction Competence, a set of defined
behaviors that can be identified, observed,
measured, and evaluated, is represented by a verb. The power of
the verb on instruction lies in the ability of the teacher to:
It also lies in the ability of students to:
However, not all standards and objectives contain verbs that can
be demonstrated. If students cannot demonstrate the verb in a
standard or objective, a verb that is at the same level of
Competence and is demon-strable must be used in the measurable
objective.
• identify the verb in the standard,
• teach the verb during instruction,
• model the verb during instruction, and
• assess the verb in an aligned context.
• practice in a variety of ways,
• demonstrate mastery of the verb in an aligned context,
• retain the behavior, and
• transfer the behavior to similar or new situations.
KNOWLEDGE
COMPREHENSION
ANALYSIS
SYNTHESIS
EVALUATION
APPLICATION
COMPETENCE
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Features of Standards
DIRECT INTERACTIVE INSTRUCTION45© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Competence Levels: The Power of the Verb!
Distinguishing the levels of Competence is key to aligning all
Competence levels of the standards throughout instruction,
challenging instructors to challenge the students in their thinking
and their demonstration of the learning that has occurred. Consider
the use of Bloom’s Taxonomy to assist in the development of lesson
plans. Listed below are the six levels of Competence, an
explanation of each, and a suggested list of corresponding verbs.
Remember, always choose verbs that can be demonstrated.
KNOWLEDGE represents the lowest level of objectives. The
definition of knowledge for this level is remembering previously
learned material. The requirement is simple recall. The range of
information may vary from simple facts to complex theories, but
regardless of the complexity, knowledge is the cognitive level
being utilized by the brain.
Examples of verbs or phrases to use to direct the desired
learning task include: define, fill in the blank, identify, label,
list, locate, match, memorize, name, spell, state, tell, and
underline.
COMPREHENSION is the first step beyond simple recall. It is the
first level at which we see demonstration and under-standing of
information. It is the ability to comprehend, grasp, and interpret
the meaning of material.
Examples of verbs or phrases to use to direct the desired
learning task include: convert, describe, explain, inter-pret,
paraphrase, put in order, restate, retell in your own words,
rewrite, and summarize.
APPLICATION is the ability to show the pertinence of principles
to different situations. At this level, students may apply concepts
or methods to actual concrete problems. This thinking skill tells
you that a student can transfer selected information to a life
problem or a new task with a minimum of direction.
Examples of verbs or phrases to use to direct the desired
learning task include: compute, conclude, construct, demonstrate,
determine, draw, give an example, illustrate, make, show, solve,
and use.
ANALYSIS requires more than knowledge, compre- hension, and
application. It also requires an understanding of the underlying
structure of the material. Analysis is the ability to break down
material to its functional elements for better understanding of the
organization. Analysis may include identifying parts and clarifying
relationships among parts. This thinking skill tells you that a
student can examine, take apart, classify, predict, and draw
conclusions.
Examples of verbs or phrases to use to direct the desired
learning task include: categorize, classify, compare, contrast,
debate, deduce, determine the factors, diagnose, diagram, examine,
and specify.
SYNTHESIS requires the formulation of new understand-ings. If
analysis stresses the parts, synthesis stresses the whole.
Components of concepts may be reorganized into new patterns and new
wholes. A student can originate, combine, and integrate parts of
prior knowledge into a new product, plan, or proposal.
Examples of verbs or phrases to use to direct the desired
learning task include: change, combine, compose, construct, create,
design, find an unusual way, formulate, generate, invent, predict,
produce, pretend, rearrange, reorganize, suggest, and
visualize.
EVALUATION is the highest level of learning results in the
hierarchy. It includes all the levels plus the ability to make
judgments, assess, or criticize based on evidence and clearly
defined criteria.
Examples of verbs or phrases to use to direct the desired
learning task include: appraise, choose, compare, conclude, decide,
defend, evaluate, give your opinion, judge, justify, prioritize,
rank, rate, select, support, and value.
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Features of Standards
46 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Context is key!Context is the conditions that contribute to or
impede
performances of mastery. It includes both learning/instruction
and demonstration/assessment.
Spectrum of ComplexityContext includes the Why, the How, and the
Where. It moves from
less complex to more complex, from contrived to authentic.
Context: How will the students learn?
CONTEXT
Discrete test to Project/multiple measures to Real world
role
Individual seat work to Interaction with other learners to Real
world audience
Alone at a desk to Group work to Real world outside of the
classroom
WHy — The application for learning
HOW — The process for learning
WHERE — The setting for learning
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Features of Standards
Determining Level of ComplexityThe teacher intentionally
determines the level of complexity based
on the measurable objective.
Context: How will they show what they know?
DIRECT INTERACTIVE INSTRUCTION47© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
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Features of Measurable Objectives
48 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
How does understanding the concepts of Content, Competence, and
Context inform the writing of a measurable objective?
Understanding the concepts of Content, Competence, and Context
informs the writing of a measurable objective by . . .
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Features of Measurable Objectives
DIRECT INTERACTIVE INSTRUCTION49© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
When determining the measurable objectives in a standard, the
Content, Competence, and Context must be in direct alignment with
not only the standard but with each other. If these are not aligned
the students’ demonstrations will not be authentic.
For example, if the verbs in a measurable objective are “design”
and “produce,” then those are precisely the two processes that:
• students must demonstrate,
• teachers must help them learn, and
• must be assessed and reported.
Putting Content, Competence, and Context Together: Alignment is
Critical
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50 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
4.L5.0 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.a. Explain the meaning
of simple similes and metaphors (e.g., as pretty as a picture)
in context.b. Recognize and explain the meaning of common
idioms, adages, and proverbs.c. Demonstrate understanding of words
by relating them to their opposites (antonyms)
and to words with similar but not identical meanings
(synonyms).
Demonstrate understanding of figurative language
• Demonstrate understanding of figurative language
• Demonstrate understanding of word relationships
• Demonstrate understanding of nuances in word meanings
• Explain the meaning of simple similes in context
• Explain the meaning of simple metaphors in context
• Recognize and explain the meaning of common idioms
• Recognize and explain the meaning of adages
• Recognize and explain the meaning of proverbs
• Demonstrate understanding of words by relating them to their
opposites (antonyms)
• Demonstrate understanding of words by relating them to words
with similar but not identical meanings (synonyms)
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DIRECT INTERACTIVE INSTRUCTION51© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
Demonstrate understanding of figurative language
demonstrate understanding of figurative language
by explaining the meaning of simple similes in context
Students will demonstrate understanding of figurative language
by explaining the meaning of simple similes in context.
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52 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
1.L5.0 With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent.b. Define words by
category and by one or more key attributes (e.g., a duck is a bird
that swims; a tiger is a
large cat with stripes).c. Identify real-life connections
between words and their use (e.g., note places at home that are
cozy).d. Distinguish shades of meaning among verbs differing in
manner (e.g., look, peek, glance, stare, glare,
scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the
meanings.
Demonstrate understanding of word relationships
• Demonstrate understanding of word relationships
• Demonstrate understanding of nuances in word meanings
• Sort words into categories (e.g., colors, clothing) to gain a
sense of the concepts the categories represent
• Define words by category and by one or more key attributes
(e.g., a duck is a bird that swims; a tiger is a large cat with
stripes).
• Identify real-life connections between words and their use
(e.g., note places at home that are cozy)
• Distinguish shades of meaning among verbs differing in manner
(e.g., look, peek, glance, stare, glare, scowl) by defining or
choosing them
• Distinguish shades of meaning among verbs differing in manner
(e.g., look, peek, glance, stare, glare, scowl) by acting out the
meanings
• Distinguish shades of meaning among adjec-tives differing in
intensity (e.g., large, gigantic) by defining or choosing them
• Distinguish shades of meaning among adjectives differing in
intensity (e.g., large, gigantic) by acting out the meanings
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DIRECT INTERACTIVE INSTRUCTION53© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
Demonstrate understanding of word relationships
demonstrate understanding of word relationships
by sorting words into categories (e.g., colors, clothing) to
gain a sense of the concepts the categories represent
Students will demonstrate understanding of word relationships by
sorting words into categories to gain a sense of the concepts the
categories represent.
-
54 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
4.NF.4a Apply and extend previous understandings of
multiplication to multiply a fraction by a whole number.Understand
a fraction a/b as a multiple of 1/b. For example, use a visual
fraction model to represent 5/4 as the product 5 x (1/4), recording
the conclusion by the equation 5/4 = 5 x (1/4).
Understand a fraction a/b as a multiple of 1/b (a/b = a x
1/b)
• Understand a fraction a/b as a multiple of 1/b (a/b = a x
1/b)
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DIRECT INTERACTIVE INSTRUCTION55© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Understand a fraction a/b as a multiple of 1/b (a/b = a x
1/b)
represent a fraction a/b is a multiple of 1/b (a/b = a x
1/b)
use pattern blocks to create a visual fraction model
Students will represent a fraction a/b as a multiple of 1/b (a/b
= a x 1/b) by using pattern blocks to create a visual fraction
model.
-
56 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
7.L5.0 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.a. Interpret figures of
speech (e.g., literary, biblical, and mythological allusions)
in context.b. Use the relationship between particular words
(e.g., synonym/antonym, analogy) to
better understand each of the words.c. Distinguish among the
connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
Demonstrate understanding of figurative language
• Demonstrate understanding of figurative language
• Demonstrate understanding of word relationships
• Demonstrate understanding of nuances in word meanings
• Interpret figures of speech in context
• Use the relationship between particular words to better
understand each of the words
• Distinguish among the connotations (associations) of words
with similar denotations (definitions)
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DIRECT INTERACTIVE INSTRUCTION57© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
Demonstrate understanding of figurative language
demonstrate understanding of figurative language
by interpreting figures of speech in context
Students will demonstrate understanding of figurative language
by interpreting figures of speech in context.
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58 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
7.RP.2a Analyze proportional relationships and use them to solve
real world and mathematical problems.2. Recognize and represent
proportional relationships between quantities.a. Decide whether two
quantities are in a proportional relationship, e.g., by testing the
equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the
origin.
Decide whether two quantities are in a proportional
relationship
• Decide whether two quantities are in a proportional
relationship• Test equivalent ratios in a table• Graph equivalent
ratios on a coordinate plane
-
DIRECT INTERACTIVE INSTRUCTION59© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
Decide whether two quantities are in a proportional
relationship
determine proportional relationships between two quantities
by testing for equivalent ratios in a table
Students will determine whether two quantities are in a
proportional relationship by testing for equivalent ratios in a
table.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
60 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
7.1. Students analyze the causes and effects of the vast
expan-sion and ultimate disintegration of the Roman Empire.
2. Discuss the geographic borders of the empire at its height
and the factors that threatened its territorial cohesion.
Identify geographical features of the borders of the Roman
Empire at its height
• Identify geographical features of the borders of the Roman
Empire at its height
• Identify and discuss the geographical factors that threatened
the territorial cohesion of the Roman Empire at its height (as one
cause of the disintegration of the Roman Empire)
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
DIRECT INTERACTIVE INSTRUCTION61© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Identify geographical features of the borders of the Roman
Empire at its height
identify geographical features of the borders of the Roman
Empire
on a map representing the territory at its height
Students will identify geographical features of the borders of
the Roman Empire on a map representing the territory at its
height.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
62 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Life Science 7.3. Biological evolution accounts for the
diversity of species developed through gradual processes over many
generations. As a basis for understanding this concept:
c. Students know how independent lines of evidence from geology,
fossils, and comparative anatomy provide the bases for the theory
of evolution.
Understand independent lines of evidence from comparative
anatomy provide a basis for the theory of evolution
• Understand independent lines of evidence from geology provide
a basis for the theory of evolution
• Understand independent lines of evidence from fossils provide
a basis for the theory of evolution
• Understand independent lines of evidence from comparative
anatomy provide a basis for the theory of evolution
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
DIRECT INTERACTIVE INSTRUCTION63© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Understand independent lines of evidence from comparative
anatomy provide a basis for the theory of evolution
compare and contrast skeletal structures of humans (early and
modern)
describe the differences and similarities using a three-way Venn
diagram
Students will compare and contrast the skeletal structures
(skulls) of two early humans (homo Erectus, homo Neanderthalensis)
with that of modern humans and describe the differences and
similarities using a three-way Venn diagram.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
64 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
9-10.L5.0 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in
context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
Demonstrate understanding of figurative language
• Demonstrate understanding of figurative language
• Demonstrate understanding of word relationships
• Demonstrate understanding of nuances in word meanings
• Interpret figures of speech in context
• Analyze the role of figures of speech in the text
• Analyze nuances in the meaning of words with similar
denotations
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
DIRECT INTERACTIVE INSTRUCTION65© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
Demonstrate understanding of figurative language
demonstrate understanding of figurative language
by analyzing the role of figures of speech in the text
Students will demonstrate understanding of figurative language
by analyzing the role of figures of speech in the text.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
66 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
G.CO.4 Experiment with transformations in the plane.4. Develop
definitions of rotations, reflections, and translations in terms of
angles, circles, perpendicular lines, parallel lines, and line
segments.
Develop definitions of reflections in terms of angles, circles,
perpendicular lines, parallel lines, and line segments
• Develop definitions of rotations in terms of angles, circles,
perpendicular lines, parallel lines, and line segments
• Develop definitions of reflections in terms of angles,
circles, perpendicular lines, parallel lines, and line segments
• Develop definitions of translations in terms of angles,
circles, perpendicular lines, parallel lines, and line segments
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
DIRECT INTERACTIVE INSTRUCTION67© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Develop definitions of reflections in terms of angles, circles,
perpendicular lines, parallel lines, and line segments
formulatedefinitions of reflections in terms of angles, circles,
perpendicular lines, parallel lines, and line segments
constructing reflections of shapes in Geometer’s sketch pad and
describing how the shapes are transformed in terms of angles,
circles, perpendicular lines, parallel lines, and line segments
Students will formulate definitions of reflections in terms of
angles, circles, perpendicular lines, parallel lines, and line
segments by constructing reflections of shapes in Geometer’s sketch
pad and describing how the shapes are transformed.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
68 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
10.3. Students analyze the effects of the Industrial Revolution
in England, France, Germany, Japan, and the United States.
3. Describe the growth of population, rural to urban migration,
and growth of cities associated with the Industrial Revolution.
Describe the patterns of rural to urban migration in England,
France, Germany, Japan, and United States as an effect of the
Industrial Revolution
• Describe the patterns of population growth in England, France,
Germany, Japan, and United States as an effect of the Industrial
Revolution
• Describe the patterns of rural to urban migration in England,
France, Germany, Japan, and United States as an effect of the
Industrial Revolution
• Describe the growth of cities (settlement patterns) in
England, France, Germany, Japan, and United States as an effect of
the Industrial Revolution
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
DIRECT INTERACTIVE INSTRUCTION69© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Describe the patterns of rural to urban migration in England,
France, Germany, Japan, and United States as an effect of the
Industrial Revolution
describethe patterns of rural to urban migration in England,
France, Germany, Japan, and United States as an effect of the
Industrial Revolution
the patterns of rural to urban migration in England, France,
Germany, Japan, and United States as an effect of the Indus-trial
Revolution
Students will describe the patterns of rural to urban migration
in England, France, Germany, Japan, and United States as an effect
of the Industrial Revolution using a variety of maps and charts
displaying information about human movement.
-
Features of Measurable Objectives DI I : PART I I
Deconstructing a Standard
70 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Biology 6. Stability in an ecosystem is a balance between
competing effects. As a basis for understanding this concept:
c. Students know how fluctuations in population size in an
ecosystem are determined by the relative rates of birth,
immi-gration, emigration, and death.
Compare and contrast the fluctuation of a population of
organisms considering all four factors applied to the activities of
that population
• Understand fluctuations in populations via birth rates
• Understand fluctuations in populations via immigration
• Understand fluctuations in populations via emigration
• Understand fluctuations in populations via death rates
• Compare and contrast the fluctuation of a population of
organisms considering all four factors applied to the activities of
that population
-
Features of Measurable ObjectivesDI I : PART I I
Constructing a Measurable Objective
DIRECT INTERACTIVE INSTRUCTION71© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Compare and contrast the fluctuation of a population of
organisms considering all four factors applied to the activities of
that population
compare and contrast the four factors of fluctuation of a
population of organisms
studying the raccoon population in Elysian Park, Los Angeles
while considering all four factors applied to the activities of the
raccoons
Students will compare and contrast the fluctuation of a
population of organisms considering all four factors applied to the
activities of that population by studying the raccoon population in
Elysian Park, Los Angeles.
-
Features of Measurable Objectives
72 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Deconstructing a Standard
-
Features of Measurable Objectives
DIRECT INTERACTIVE INSTRUCTION73© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Constructing a Measurable Objective
-
Features of Measurable Objectives
74 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
Deconstructing a Standard
-
Features of Measurable Objectives
DIRECT INTERACTIVE INSTRUCTION75© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
Constructing a Measurable Objective
-
Features of Measurable Objectives
76 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Deconstructing a Standard
DECONSTRUCTED STANDARD
S TA N D A R D
Deconstructed Part:
Confirm that each deconstructed part of the standard includes a
demonstration verb (Competence), and the specific information
students should know (Content).
Identify the deconstructed part that will be taught (the
teachable chunk).
Deconstruct the content standard by identifying the Content,
Competence, and Context* of the standard.
-
Features of Measurable Objectives
DIRECT INTERACTIVE INSTRUCTION77© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Constructing a Measurable Objective
MEASURABLE OBJECTIVE(S)
*NOTE: Not all standards identify the Context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives
need to be reworked to identify the manner in which the students
are to be assessed “at the end” of the learning. Context may range
from inauthentic to
authentic or from a multiple-choice test to a persuasive
argument for a genuine audienceseeking a change of opinion or a
result.
Confirm that the conditions, situation, and materials for the
demonstration align with the Competence level of the standard.
Determine if the verb can be demonstrated. If not, choose a
demonstrable verb that aligns with the level of the verb in the
standard.
Identify the deconstructed part that will be taught (the
teachable chunk).
Determine the specific information that the students should know
in this deconstructed part.
Determine the Context* or product that the students will produce
to “show what they know” as the culminating demonstration of their
learning.
Deconstructed Part:
CONTEXT*
by
COMPETENCE CONTENT
-
Features of Measurable Objectives
78 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
How do you utilize Standards and Measurable Objectives in your
classroom?
I utilize Standards and Measurable Objectives in my classroom by
. . .
How do you assess your students’ mastery of the measurable
objective for a standard?
I assess my students’ mastery of the measurable objective for a
standard by . . .
Regarding Standards and Measurable Objec-tives, what are the
teacher’s and the students’ responsibilities?
Regarding Standards and Measurable Objec-tives, the
_______________ responsibilities are . . .
Regarding Assess Mastery, what are the teacher’s and the
students’ responsibilities?
Regarding Assess Mastery, the _______________ responsibilities
are . . .
-
Features of Measurable Objectives
STAGE 6: Assess Mastery
STAGE 1: Standards and Measurable Objectives
and Access Prior Knowledge
STAGE 2: Input
and ModelTeacher tells and does it. Students respond, watch, and
listen.
STAGE 3: Structured PracticeTeacher and students do it
together.
STAGE 4: Guided PracticeStudents do it. Teacher monitors and
supports.
STAGE 5: Independent Practice Students do it. Teacher
monitors.
Introduced
conFIrMed
reVISIted
Ensure student engagement through continuous checking for
evidence of understanding
Repeat any stage, if needed
Lesson Structure and Sequence
(Explained in Part III)
DIRECT INTERACTIVE INSTRUCTION79© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Functions of a Lesson
-
Features of Measurable Objectives
STAGE 1: Standards and Measurable Objectives
and Access Prior Knowledge
STAGE 6: Assess Mastery
STAGE 3: Structured PracticeTeacher and students do it
together.
STAGE 4: Guided PracticeStudents do it. Teacher monitors and
supports.
STAGE 5: Independent Practice Students do it. Teacher
monitors.
STAGE 2: Input
and ModelTeacher tells and does it. Students respond, watch, and
listen.
Teacher:• posts the standard and the measurable
objective(s),
• deconstructs the standard by identify-ing the Content,
Competence, and Context of the standard,
• discusses the standard and the measurable objective(s) with
the students and makes connections between the Content, Competence,
and Context in each, and
• asks students to tell their partners what they will be
learning in the lesson using the measurable objective(s).
Students:• read the standard and the measurable
objective(s),
• watch and listen as teacher deconstructs the standard,
• discuss the standard and the measurable objective(s) with the
teacher and partners and makes connections between the Content,
Competence, and Context in each, and
• tell partners what they will be learning in the lesson using
the measurable objective(s).
Ensure student engagement through continuous checking for
evidence of understanding
Repeat any stage, if needed
Introduced
reVISIted
conFIrMed
Lesson Structure and Sequence
(Explained in Part III)
80 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Functions of a Lesson
-
Features of Measurable Objectives
STAGE 6: Assess Mastery
STAGE 1: Standards and Measurable Objectives
and Access Prior Knowledge
STAGE 3: Structured PracticeTeacher and students do it
together.
STAGE 4: Guided PracticeStudents do it. Teacher monitors and
supports.
STAGE 5: Independent Practice Students do it. Teacher
monitors.
STAGE 2: Input
and ModelTeacher tells and does it. Students respond, watch, and
listen.
Teacher:• prompts students to demonstrate
mastery of the measurable objective(s) through speaking and/or
writing,
• elicits evidence of mastery from the students,
• closes the lesson by connecting knowledge to the standard and
the measurable objective(s),
• assesses the level of mastery for each student, and
• determines reteaching and enrichment needs.
Students:• demonstrate their level of mastery of
the measurable objective(s) by produc-ing evidence of mastery
through speak-ing and/or writing, and
• confirm knowledge of the standard and the measurable
objective(s).
Ensure student engagement through continuous checking for
evidence of understanding
Repeat any stage, if needed
Introduced
reVISIted
conFIrMed
Lesson Structure and Sequence
(Explained in Part III)
DIRECT INTERACTIVE INSTRUCTION81© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Functions of a Lesson
-
Assessment and Research
82 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
According to Stephen Covey, what is the value of self-directed
assessment?
According to Stephen Covey, the value of self-directed
assessment is . . .
-
Assessment and Research
DIRECT INTERACTIVE INSTRUCTION83© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I I
Stephen Covey recognizes the importance of self-directed
assess-ment, which he calls proactivity, by including it as one of
the habits characterizing highly-effective individuals:
It means more than merely taking initiative. It means that as
human beings, we are responsible for our own lives. Our behavior is
a function of our decisions, not our conditions. We can subordinate
feelings to values. We have the initiative and the responsibility
to make things happen.
— The 7 Habits of Highly Effective People (1989),
Stephen R. Covey
The Value of Self-Directed Assessment
-
Assessment and Research
84 © 2012 Action Learning Systems, Inc. All rights reserved.
00014 0512DIRECT INTERACTIVE INSTRUCTION
DI I : PART I I
Notes STRUCTURED INTERACTION
Based on the characteristics of Standards and Measurable
Objectives, assess your current level of DII implementation.
Based on the characteristics of Standards and Measurable
objectives, my current level of DII implementation is . . .
In order to move to the next level of implementation, what are
the next steps you will apply?
In order to move to the next level of imple-mentation, my next
steps are . . .
-
Assessment and Research
DIRECT INTERACTIVE INSTRUCTION85© 2012 Action Learning Systems,
Inc. All rights reserved. 00014 0512
DI I : PART I IDI I : PART I I
Characteristics Rubric
Standards and Measurable Objectives1. Standards and measurable
objectives are posted and referenced throughout the lesson.
4Standards and measurable objectives are posted and referenced
throughout the lesson (e.g., standard/objective is specifically
introduced, deconstructed frequently and used to focus the lesson,
referred to, repeated, and used to close the lesson).
3 Standards and measurable objectives are posted and referenced
occasionally during the lesson.
2 Standards and/or measurable objectives are posted.
1 Standards and measurable objectives are not posted.
2. The demonstration of the learning is articulated, and
students can explain how they will demonstrate their learning.
4The demonstration of the learning is well-articulated, and most
students can explain how they will demonstrate their learning
(e.g., students can explain and describe what they will do, what
they will know, and what they will be able to do at the end of the
learning and/or the end of the lesson).
3The demonstration of the learning is articulated, and some
students can explain how they will demonstrate their learning.
2The demonstration of the learning is minimally articulated, and
few students can explain how they will demonstrate their
learning.
1 The demonstration of learning may or may not be articulated,
and few or no students can restate their learning.
3. Student work is posted and reflects standards, difficulty,
and complexity.
4A range of current student work is posted and the work is
aligned to the difficulty and complexity of the standards.
3 Some current student work is posted and it reflects standards,
difficulty, and complexity.
2 Few or non-current samples of student work are posted.
1 Student work is not posted.
4. Core curriculum is used appropriately.
4Core curriculum is used appropriately (e.g., student and
teacher materials are fully utilized and ensure ALL students can
demonstrate mastery of the content).
3Core curriculum is mostly used appropriately (e.g., student and
teacher materials are mostly utilized and most students can
demonstrate mastery of the content).
2 Core curriculum is somewhat used and some students can
demonstrate mastery of the content.
1 Core curriculum is not used or is not used appropriately.
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Checking for Evidence of DII
Standards and Measurable Objectives – Scenario 1Mrs. Clark
displays all standards that are being taught each week and their
correlating measurable
objectives on the same bulletin board in her classroom. Using a
three-column format, Mrs. Clark posts the pre-printed standard in
one column, writes the measurable objective in the second column,
and displays student examples of objective mastery in the third
column.
While planning her lessons, Mrs. Clark uses her core curriculum
to identify the standard and create the measurable objective. Then
with “the end” in mind, she appropriately utilizes and modifies the
core materials by making adjustments as needed so that practice
items tightly connect to the measurable objective.
At the beginning of the lesson, Mrs. Clark clearly states the
standard, explains that this is what the students will know by the
end of the year, and chorally reads the standard with the students.
Then she deconstructs the standard, drawing connections between the
standard and the measurable objective, and chorally reads the
measurable objective with the students. Finally, she asks them to
pair/share the measurable objective with their partners and
chorally reads the objective one more time.
During the lesson, Mrs. Clark frequently makes connections to
and references the measurable objective. She also frequently asks
students to tell her and their partners what they are doing to
master the measur-able objective. By the end of the lesson each of
her students can articulate what they are learning, why they are
learning it, and how they show mastery.
Characteristic Level Evidence
1. Standards and measurable objectives are posted and referenced
throughout the lesson.
2. The demonstration of the learning is articulated, and
students can explain how they will demonstrate their learning.
3. Student work is posted and reflects standards, difficulty,
and complexity.
4. Core curriculum is used appropriately.
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Checking for Evidence of DII
Standards and Measurable Objectives – Scenario 2Mr. Edwards
displays all standards that are being taught each week on the
left-hand side of his board. He
posts his daily objectives on the right-hand side of the board.
While planning his lessons, Mr. Edwards uses his core curriculum to
identify the standard and the
objective. Then with “the end” in mind, he utilizes the core
materials with fidelity.At the beginning of the lesson, Mr. Edwards
clearly states the standard, explains that this is what the
students will know by the end of the year, and chorally reads
the standard with the students. Then he chorally reads the
objective with the students.
During the lesson, Mr. Edwards occasionally makes references to
the objective. At the end of the lesson he reads the objective,
asks the students if they mastered it, and places a star by the
objective. When asked, some of his students can articulate what
they have learned, why they have learned it, and how they have
shown mastery.
Characteristic Level Evidence
1. Standards and measurable objectives are posted and referenced
throughout the lesson.
2. The demonstration of the learning is articulated, and
students can explain how they will demonstrate their learning.
3. Student work is posted and reflects standards, difficulty,
and complexity.
4. Core curriculum is used appropriately.
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Notes
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Prediction Log
Text: “Raising the Bar: Targeting Instruction Through Standards
and Measurable Objectives”
Prediction
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Evidence
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___________________________________________________________________________
___________________________________________________________________________
Summary
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Raising the Bar: Targeting Instruction Through Standards and
Measurable ObjectivesKit Marshall, Ph.D., CEO Action Learning
Systems, Inc.
If the singular purpose of Direct Interactive Instruction is to
ensure that instructional time optimizes student learning
opportunities, then the impact of Standards and Measurable
Objectives on the factors of Academic Learning Time must be
considered. Clearly communicated standards and measurable
objectives increase Allocated Time, Engage-ment Rate, and Success
Rate by providing a focus for teachers and students. This clarity
of focus begins when the expected learning result is identified,
used in the planning of a lesson, and communicated and implemented
throughout the delivery of a lesson.
The Essential ElementsClarity of focus begins with the analysis
of standards and measur-
able objectives and with an understanding of the similarities
that they share. Both standards and measurable objectives are made
up of three key elements:
• Content is the information a student must know at the end of a
lesson, a chapter, a unit, a year, or life after school. Content
progresses in difficulty from discrete information that is
prereq-uisite (e.g., phonemes, parts of a plant, etc.) to more
complex skills that can be transferred to more than one situation
(e.g., multipli-cation facts, summarizing, etc.) to concepts that
can be applied across a broad spectrum (e.g., problem solving,
opinion pieces supporting a point of view with reasons and
evidence, etc.).
Notes1. Why is it important to begin with a
focus for each lesson?
2. What are the three key elements that make up standards and
measurable objectives?
Content+Competence+Context
A Standard or Measurable Objective
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• Competence is a set of defined behaviors that can be
identi-fied, observed, measured, and evaluated. It is represented
in standards and measurable objectives by the verb. Competence
indicates what students will DO with the content, describes the
level of complexity at which students work, and identifies the
difficulty of the task. In this way, when students “show what they
know” the verb—which must be demonstrable—identifies the level of
performance to look for in the display of learning. If the
competence level changes, the standard or measurable objective
changes, even if the content remains the same.
• Context is the conditions that contribute to or impede
perfor-mances of mastery which include both learning/instruction
and demonstration/assessment. Context includes the “Why” (the
application for learning and doing), the “How” (the process for
learning and doing), and the “Where” (the setting for learning and
doing), and it can range from inauthentic to authentic. For
example, students’ mastery can be assessed by completing a ten-item
assessment at their desks or students may be involved in a
community project that requires them to solve an environ-mental
issue. When students are asked to demonstrate their learning across
a wide variety of contexts and for different audiences, learning
will be deeper, more motivating, and longer-lasting.
These three elements represent the teachable, observable, and
measurable “proof of learning” in a standard or a measurable
objective (see Figure A on page 92). However, depending on the
level of complexity, a standard can have multiple instances of each
or all of these elements, while the measurable objectives should
only have a limited number of instances because they represent
smaller parts of that standard.
Notes3. Why should the verb be
demonstrable?
4. What do Content, Competence, and Context represent in a
standard or a measurable objective?
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Differentiating CharacteristicsWhile standards and measurable
objectives share similarities,
they have characteristics that differentiate themselves from
each other and serve different purposes. The differences between
stan-dards and measurable objectives lie primarily in their
significance to future learning and to the complexity of the
demonstration required for mastery. A standard is a reference point
against which something can be judged, while an objective is the
description of a performance learners exhibit to demonstrate
mastery.
Standards encourage the highest achievement of every student by
defining the knowledge, concepts, and skills that students should
acquire at each grade level (California Department of Education).
Standards often contain several objectives and are more complex
than a single objective. Standards should reflect high expectations
for ALL students and are intended to represent the public
expectation and a basis of comparison. They are long-term,
summative, and usually assessed during high stakes testing—often at
the end of the year. Because most standards are dense and define
the Content, Competence, and Context students need to know and
exhibit as a whole by the end of a school year, mastery of the
standards does not happen all at once. Standards should be broken
or deconstructed into smaller, teachable parts to effectively and
efficiently guide day-to-day interactions.
Measurable objectives are specific, measurable, and observable.
They contain limited pieces of Content, a demonstrable
Competence
Notes5. What is a differentiating
characteristic between a standard and a measurable
objective?
6. Why should standards be deconstructed?
*NOTE: Not all standards identify the context or the product
that will demonstrate mastery of the measurable objectives in the
standard. If not, the objectives need to be reworked to identify
the manner in which the students are to be assessed “at the end” of
the learning. Context may range from inauthentic to authentic or
from a multiple-choice test to a persuasive argument for a genuine
audienceseeking a change of opinion or a result.
S TA N D A R D
CONTEXTHow will the students learn?
How will they show what they know?
CONTENTWhat will the students know?
COMPETENCEWhat will the students do to
show what they know?
Figure A
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level, and a Context that both aligns to the Competence level
and describes how students will show what they know. Measurable
objectives represent the various steps toward standards mastery and
the criteria and evidence to be collected in order to ensure that
students are making progress (Jackson, 2009). They can be
considered the teachable and measurable chunks of student learning
and behavior for a standard. Therefore, the formative mastery of
each of the measurable objectives results in summative mastery of
the standard (see Figure B).
Impact on Lesson Planning and DeliveryInstruction that is
focused on measurable objectives is instruction
that is focused on a result—something students can demonstrate
when an instructional event is over. Measurable objectives
represent the final destination in a lesson.
Before the lesson is prepared, it is imperative to have a clear
idea of what the learning intentions are. What, specifically,
should a student be able to do, understand, or care about as a
result of the teaching (Hattie, 2009)? By identifying measurable
objectives, lesson planning becomes more effective because every
piece of the lesson is focused on student mastery of the measurable
objective. Use of extra-neous materials can be avoided by staying
focused on the measurable objective. This “laser beam” focus
increases Allocated Time by the removal of superfluous material,
thereby maximizing Academic Learning Time.
Focus on standards and measurable objectives is critical in
lesson planning, but it is only part of the equation. It is
essential that the standards and measurable objectives be integral
to the lesson. The standard provides the long-term purpose of the
measurable objective, while the measurable objective clearly
communicates the short-term expectations of the lesson to the
students. Students know from the beginning what they will be
learning, why they are learning it, and
Notes7. How do measurable objectives
influence mastery of standards?
8. Why should a measurable objective be identified for every
lesson?
S TA N D A R DMEASURABLE
OBJECTIVEMEASURABLE
OBJECTIVEMEASURABLE
OBJECTIVE
Figure B
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how they will be expected to demonstrate mastery. This knowledge
not only reduces stress because expectations are clear, it also
gives students purpose for and ownership of their learning.
Each of the measurable objectives must be explicitly taught,
practiced, and assessed during a lesson. In this way, students will
demonstrate their learning at key points as the teacher checks for
understanding, reteaches if needed, and keeps the lesson moving
with routines and active engagement. The continuous checks for
evidence of understanding provide the teacher opportunities to
assess the impact of instruction during a short period of time,
avoid negative transfer by the students, and determine where
reteaching is needed, student by student.
There are many ways of ensuring that students are clear about
the standard and measurable objective at the beginning of the
lesson, at key points in the lesson, and at the end of the
lesson:
• Standards are posted over many lessons, while the specific
measurable objectives are posted under the standard, clarifying
what students will master during a lesson.
• Students are shown how a standard and measurable objective are
connected by deconstructing the standard’s Content, Competence, and
Context and by making connections to those same elements in the
measurable objective.
• The academic language of the standard is used in the
measurable objec-tive and the action verbs are taught directly:
“Identify means to look for and find. . .” or “Comparing and
contrasting is a thinking strategy that . . .”
• Standards and measurable objectives are clarified at the
beginning of the lesson and are referred to throughout the lesson
each time the measurable objective is addressed so that they aid
and are integral to instruction.
• Students demonstrate their understanding of the measurable
objective at key points during the lesson and can show what they
know at the end of the lesson in a final, culminating demonstration
of their learning.
Maximizing Academic Learning TimeIt’s all about focus—focus on
the elements of a standard and the
focus of a lesson to help students master the measurable
objective. As a component of Direct Interactive Instruction,
Standards and Measur-able Objectives provides the focus for
instruction. It is the bookends of instruction, the beginning goal
and the ending demonstration. It provides the instructional target
that teachers focus on, which in turn allows for an increase in
Allocated Time and Success Rate that ulti-mately maximizes Academic
Learning Time and achievement for ALL.
Notes9. What type of language is used
in measurable objectives?
10. Why is Standards and Measur-able Objectives a key component
of Direct Interactive Instruction?
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Reflection
Under-the-Surfacehow, why, would, could and should
On-the-Surfacewho, where, when, and what happened
Subject Notes
The Essential Elements
Differentiating Characteristics
Impact on Lesson Planning and Delivery
Maximizing Academic Learning Time
Information Log
Text: “Raising the Bar: Targeting Instruction Through Standards
and Measurable Objectives”
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Reflection
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What do I keep doing? What do I start doing? What do I stop
doing?
Reflection Standards and