Unpacking the Tools of Success
Toolkit for SuccessUnpacking SE and Writing LO and DOLLOs -
Learning ObjectivesDOL - Demonstration of Learning
CONRAD HIGH SCHOOLAugust 8,2013Presented by your High School
Math Academic Facilitators:Rosa Darkwa, Division 3
[email protected] Earl Esquejo, Division 2
[email protected] Urschel, Division 4
[email protected]
AgendaI. DISD Core BeliefsII. Unpacking Student ExpectationsIII.
Characteristics of Learning ObjectivesIV. Characteristics of
Demonstrations of LearningV. Making ConnectionsVI. Final Reflection
and FeedbackLearning ObjectivesCICs 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.Warm-UpOn 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] 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.Dallas ISD Core BeliefsOur main purpose is to improve student
academic achievement.
Effective instruction makes the most difference in student
academic performance.
There is no excuse for poor quality instruction.
With our help, at risk students will achieve at the same rate as
non-at risk students.
Staff members must have a commitment to children and the pursuit
of excellence.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.
Focus your attention on students actions and band directors
behavior5 minutesReflectionHow does this video clip relate to
writing effective learning objectives?
A. Unpacking Student Expectation (SE)
5 minutesExampleA.6A Develop the concept of slope as rate of
change and determine slopes from graphs,
tables and algebraic representations.
Unpacking the Student ExpectationStudent ExpectationVerb
(Cognitive)Noun(Content)Knowledge and SkillsA.6A Develop the
concept of slope as rate of change and determine slopes from
graphs, tables and algebraic representations.
Develop
Determine
Unpacking the Student ExpectationStudent ExpectationVerb
(Cognitive)Noun(Content)Knowledge and SkillsA.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 changeDetermineslopes
Unpacking the Student ExpectationStudent ExpectationVerb
(Cognitive)Noun(Content)Knowledge and SkillsA.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 changeFrom graphs, tables and
algebraic representations.DetermineslopesFrom graphs, tables and
algebraic representations.
B. Characteristics of Learning Objectives
B. Characteristics of Learning Objectives Match the strips and
identify which are weak and more effective Learning Objectives
(LO).
Card Matching GameWhat criteria did you use to identify the weak
and more effective LO?
10 minutes
Learning ObjectivesWeak ObjectivesMore Effective Objectives
What criteria did you use to identify the weak and more
effective LO?
Learning ObjectivesCharacteristics 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
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
Writing Learning ObjectivesStudent ExpectationVerb
(Cognitive)Noun(Content)Knowledge and SkillsLearning 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 changeFrom
graphs, tables and algebraic representations.DetermineslopesFrom
graphs, tables and algebraic representations.Students will be able
to develop the concept of slope as rate of change from graphs,
tables and algebraic representationsStudents will be able to
determine slopes from graphs, tables and algebraic
representations
C. Characteristics of Demonstrations of Learning
10 minutesCharacteristics of Demonstrations of LearningStudents
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.A
Demonstration of Learning (DOL) is an activity or product through
which a student demonstrates that he has learned the lesson
objective.
Demonstration of LearningDOLs fall into two categories:
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
Tied directly to the lesson objective and the guaranteed
curriculumCan usually be accomplished in five to ten
minutesRequires 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 conductedCharacteristics of
a good DOL:
A check for understandingAn activity or project used to teach
the objectiveA quiz or exam that assesses multiple
objectivesHomework
A good DOL is not:
Writing Demonstration of LearningStudent ExpectationVerb
(Cognitive)Noun(Content)Knowledge and SkillsLearning 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 changeFrom
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.DetermineslopesFrom graphs,
tables and algebraic representations.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.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%; DOL
Given one student expectation (SE), participants will successfully
unpack, write effective learning objectives (LO) and demonstration
of learning (DOL).Making Connections:Using the Template, choose an
SE to unpack and write effective learning objectives (LO) and
demonstration of learning (DOL).
15 minutesQuick Write: How do you think todays session will
influence your practice as a campus instructional coach?
5 minutes
Thank you!