Toolkit for Success Unpacking SE and Writing LO and DOL LOs -
Learning Objectives DOL - Demonstration of Learning CONRAD HIGH
SCHOOL August 8,2013 Presented by your High School Math Academic
Facilitators: Rosa Darkwa, Division 3
[email protected]@dallasisd.org Ercleo Earl Esquejo,
Division 2 [email protected]@dallasisd.org Betsy
Urschel, Division 4 [email protected]@dallasisd.org
Slide 2 Agenda I. DISD Core Beliefs II. Unpacking Student
Expectations III. Characteristics of Learning Objectives IV.
Characteristics of Demonstrations of Learning V. Making Connections
VI. Final Reflection and Feedback Slide 3 Learning Objectives CICs
will be able to unpack standards and write Learning Objectives
(LOs) and Demonstrations of Learning (DOL) CICs will articulate the
importance of Learning Objectives (LOs) and Demonstrations of
Learning (DOL). CICs will understand how to effectively use the
Unpacking the Student Expectation template with teachers. Slide 4
Warm-Up On the front of an index card, write your first and last
name, the names of your campus and your email address. First Name
Last Name Campus [email protected] Throughout this session, make
note on the back of the index card, any comments of future PD or
support you might need/like from your Academic Facilitators. You
will turn in your index card at the end of this session as an exit
slip. Notes/Comments on future PD or support you would like. Slide
5 Dallas ISD Core Beliefs 1.Our main purpose is to improve student
academic achievement. 2.Effective instruction makes the most
difference in student academic performance. 3.There is no excuse
for poor quality instruction. 4.With our help, at risk students
will achieve at the same rate as non-at risk students. 5.Staff
members must have a commitment to children and the pursuit of
excellence. Slide 6 DISD Core Belief Activity As teachers become
more intentional about the decisions they make about what to teach,
the quality of their instruction will improve. Core Idea Leverage
Leadership p. 117 Which core belief(s) does the quote reflect? Be
prepared to explain why and share. Slide 7 Focus your attention on
students actions and band directors behavior Slide 8 Reflection How
does this video clip relate to writing effective learning
objectives? Slide 9 A. Unpacking Student Expectation (SE) Slide 10
Example A.6A Develop the concept of slope as rate of change and
determine slopes from graphs, tables and algebraic representations.
Slide 11 Unpacking the Student Expectation Student ExpectationVerb
(Cognitive) Noun (Content) Knowledge and Skills A.6A Develop the
concept of slope as rate of change and determine slopes from
graphs, tables and algebraic representations. Develop Determine
Slide 12 Unpacking the Student Expectation Student ExpectationVerb
(Cognitive) Noun (Content) Knowledge and Skills A.6A Develop the
concept of slope as rate of change and determine slopes from
graphs, tables and algebraic representations. DevelopConcept of
slope as rate of change Determineslopes Slide 13 Unpacking the
Student Expectation Student ExpectationVerb (Cognitive) Noun
(Content) Knowledge and Skills A.6A Develop the concept of slope as
rate of change and determine slopes from graphs, tables and
algebraic representations. DevelopConcept of slope as rate of
change From graphs, tables and algebraic representations.
DetermineslopesFrom graphs, tables and algebraic representations.
Slide 14 B. Characteristics of Learning Objectives Slide 15 Match
the strips and identify which are weak and more effective Learning
Objectives (LO). Card Matching Game What criteria did you use to
identify the weak and more effective LO? Slide 16 Learning
Objectives Weak ObjectivesMore Effective Objectives Slide 17 What
criteria did you use to identify the weak and more effective LO?
Slide 18 Learning Objectives Slide 19 Characteristics of good
lesson objectives (Checklist) answers the question: What are
students supposed to learn? tied to a standard or skill needed to
accomplish the standard follows the mapped curriculum
understandable to parents and students specific students can
demonstrate that they have learned the objective in one (and at
most two) session(s) or class period(s) Secondary lists each
objective to which the class will devote more than 20 minutes Slide
20 A good lesson objective is not: an agenda or schedule a
description of the activity or the resource the title of the film,
book, story, etc. a description of the vehicle or method used to
teach a concept too broad or vague disguised as an objective, but
really is a description of what the teacher is going to teach, not
what the student is supposed to learn Slide 21 Writing Learning
Objectives Student Expectation Verb (Cognitive) Noun (Content)
Knowledge and Skills Learning Objectives (Examples) A.6A Develop
the concept of slope as rate of change and determine slopes from
graphs, tables and algebraic representations. DevelopConcept of
slope as rate of change From graphs, tables and algebraic
representations. Determine slopesFrom graphs, tables and algebraic
representations. Students will be able to develop the concept of
slope as rate of change from graphs, tables and algebraic
representations Students will be able to determine slopes from
graphs, tables and algebraic representations Slide 22 C.
Characteristics of Demonstrations of Learning Slide 23
Characteristics of Demonstrations of Learning Students will
complete a worksheet on circumference and diameter. Students will
make a poster of the four types of distributions of data and write
the definition of each. Given 3 problems with radius identified,
students will correctly calculate the circumference and diameter of
each circle. Using graph paper, students will correctly draw four
distributions of data skewed positively, skewed negatively, normal,
and uniform. Given three real-world problems, students will
correctly calculate the percent increase or percent decrease for
each problem. Students will calculate the increase in student test
scores and calculate the mean and median of the increase in student
test scores. Slide 24 A Demonstration of Learning (DOL) is an
activity or product through which a student demonstrates that he
has learned the lesson objective. Demonstration of Learning Slide
25 DOLs fall into two categories: 1) those that require the student
to demonstrate what he has learned in one or two class periods
within a subject area, and 2) those that assess more complex
objectives or assess multiple learning objectives. Demonstration of
Learning Slide 26 Tied directly to the lesson objective and the
guaranteed curriculum Can usually be accomplished in five to ten
minutes Requires each student to demonstrate what they have learned
over the last class period or two in a subject area Is measurable
(can be assessed) Is generally understandable to students (students
know what they have to do to demonstrate that they have learned the
objective) Designed before the lesson is conducted Characteristics
of a good DOL: Slide 27 A check for understanding An activity or
project used to teach the objective A quiz or exam that assesses
multiple objectives Homework A good DOL is not: Slide 28 Slide 29
Slide 30 Writing Demonstration of Learning Student Expectation Verb
(Cognitive) Noun (Content) Knowledge and Skills Learning Objectives
(Examples) Demonstration of Learning (DOL) A.6A Develop the concept
of slope as rate of change and determine slopes from graphs, tables
and algebraic representations. DevelopConcept of slope as rate of
change From graphs, tables and algebraic representatio ns. Students
will be able to develop the concept of slope as rate of change from
graphs, tables and algebraic representations. DetermineslopesFrom
graphs, tables and algebraic representatio ns. Students will be
able to determine slopes from graphs, tables and algebraic
representations. Given 6 problems (a combination of graphs, tables
and algebraic representations), students will be able to develop
the concept of slope as rate of change correctly at an 83%
proficiency level. Given 6 problems (a combination of graphs,
tables and algebraic representations), students will be able to
determine the slope correctly 5 out of 6 times. Slide 31 Algebra 1
SE (Source: Curriculum Central) A.1 Foundations for functions. The
student understands that a function represents a dependence of one
quantity on another and can be described in a variety of ways. The
student is expected to: (A) describe independent and dependent
quantities in functional relationships. S District: 2012 44%; (B)
gather and record data and use data sets to determine functional
relationships between quantities. S District: 2012 54%; (C)
describe functional relationships for given problem situations and
write equations or inequalities to answer questions arising from
the situations. S District: 2012 39%; (D) represent relationships
among quantities using [concrete] models, tables, graphs, diagrams,
verbal descriptions, equations, and inequalities. R District: 2012
65%; (E) interpret and make decisions, predictions, and critical
judgments from functional relationships. R District: 2012 52%;
Slide 32 DOL Given one student expectation (SE), participants will
successfully unpack, write effective learning objectives (LO) and
demonstration of learning (DOL). Slide 33 Making Connections: Using
the Template, choose an SE to unpack and write effective learning
objectives (LO) and demonstration of learning (DOL). Slide 34 Quick
Write: How do you think todays session will influence your practice
as a campus instructional coach? Slide 35 Thank you!