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Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by: Nancy Silva, CTAP Region 2 - BCOE Regional System of District and School Support (RSDSS), Region 2

Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

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Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding. Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by : Nancy Silva, CTAP Region 2 - BCOE. - PowerPoint PPT Presentation

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Page 1: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Focused Learning ThroughDirect Instruction

Session Two:Instruction That Works:

Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

Page 2: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)Presentation & Internet Sharing Pod

Toggle view of the presentation between full screen and meeting room views to suit your preference.

Page 3: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)Communication Pods

Chat Room Pod

Attendee List Pod

Page 4: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Adobe Connect Interface (Pods)Adobe Connect Interface (Pods)File Sharing Pod

1. Click on the file you want to download.

2. Click on “Save to My Computer”.

3. When “Save” window opens, select “Click to Download”.

4. Select where you want to download the file to i.e. “Desktop”.

5. After file downloads, click “Done”.

6. Repeat for each additional file you want to download.

Page 5: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Set Your Connection SpeedSet Your Connection Speed

Please take a moment to select your Internet connection speed. If you are unsure, select the DSL option.

This will improve the presentation & audio for all participants. Thanks : )

Page 6: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Meeting ProceduresMeeting Procedures• Different meeting rooms…

with different views

• Use the Chat Room to ask questions as they arise.

• Actively participate by sharing comments and feedback

Page 7: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Don’t Forget to Smile When You Chat….

; )

This workshop will be recorded and archived. So……

Page 8: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Focused Learning ThroughDirect Instruction

Session Two:Instruction That Works:

Constructing Effective Learning Objectives and Checking for Understanding

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

Page 9: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Webinar Learning Objectives

Participants will construct a learning objective based on a content standard and aligned with appropriate independent practice.

Participants will identify examples of checking for understanding.

Page 10: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

DI – Lesson Design Components Learning Objective Activate Prior Knowledge Concept Development Lesson Importance Skill Development Guided Practice Lesson Closure Independent Practice

Page 11: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Learning Objective:

What students will be able to do at the end of the lesson

Independent Practice Checking for Understanding

Page 12: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

A Well Designed Learning Objective

What is a Learning Objective?

A statement that describes what students will be able to do, independently, at the end of a specific lesson as a result of your instruction.

It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition) and Criterion (degree).

Page 13: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

A B C2 DA = AudienceB = Behavior (Measurable Skill)C = Concept (Main Idea)C = Condition (Context)D = Degree (Measurable Criteria)

Page 14: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Sample Learning Objective Students will use a short story from their literature books and will identify similes with 80% accuracy.

A = Audience = 7th grade studentsB = Behavior (skill) = IdentifyC = Concept = SimilesC = Condition = Use a short story…D = Degree = 80% accuracy

Page 15: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Sample Learning ObjectiveAfter reading this article the learner will list at least five reasons why water is a necessary natural resource.

A = Audience B = Behavior (skill) C = Concept C = Condition D = Degree

Page 16: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

VIDEO CLIP

Page 17: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

What Check for Understanding strategies did you identify from the video?

Think-Pair-Share Choral Response White Boards – Write down lesson objective Keep the Question Going Ask Students to State Learning Objective in Own

Words

Page 18: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Instructional AlignmentInstructional

AlignmentInstructional Alignment

Instructional Alignment

Page 19: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

How to Identify Learning Objectives1. Determine the assessment you will

administer to measure student achievement.

3. Deconstruct the standard.

2. Choose an essential grade level content standard.

Page 20: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the StandardStep 1: Examine the requirements of the standard. What will students need

to do to complete the standard? Circle all verbsStep 2: Underline parts of the standard that requires direct instruction for

students to succeed.The underlined portions are likely places for CFU

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

Step 4: Identify targeted learning objectives.Step 5: Review available released test questions.

Page 21: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 1: Examine the requirements of the standard. What will students need to do to complete the standard? Circle all verbs

Page 22: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 2: Underline parts of the standard that requires direct instruction for students to succeed – the concepts you will teach.

Page 23: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the Standard5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 3: Box any components or criteria that are already outlined in the standard and that inform the development of this standards final product.

Page 24: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3)

Understand and explain frequently used synonyms, antonyms, and homographs.

Step 4: Identify targeted learning objectives

Page 25: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Understand frequently used synonyms. Understand frequently used antonyms. Understand frequently used homographs. Explain frequently used synonyms. Explain frequently used antonyms. Explain frequently used homographs.

Sample Targeted Learning ObjectivesUnderstand and explain frequently used synonyms,

antonyms, and homographs.

Page 26: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Beware of Ambiguous Words

We must ask ourselves - what do we, and the state, expect students to DO in order to demonstrate that they “understand” and how they will “explain”?

What are the ambiguous words in our learning objective? Understand and explain frequently used

synonyms, antonyms, and homographs.

Page 27: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Deconstructing the Standard 5th Grade Language Arts (Standard 1.3) Understand and explain frequently used synonyms, antonyms,

and homographs.

Step 5: Review available released test questions.www.samplestarquestions.org

Page 28: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

CST Release Question

Page 29: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Analyze the Test Question

How does this help us determine what skill is required of our 5th grade students?

Please type in your responses.

Page 30: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Constructing a Learning ObjectiveChoose a selected skill from the deconstructed standard:

Understand frequently used synonyms.

Using the Bloom handout, write an appropriate learning objective. Type into the response box.

After reading a sentence, students will be able to select an appropriate synonym from a list of

synonyms.

Page 31: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

A B C2 DA = AudienceB = Behavior (Measurable Skill)C = Concept (Main Idea)C = Condition (Context)D = Degree (Measurable Criteria)

Page 32: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Instructional AlignmentInstructional

AlignmentInstructional Alignment

Instructional Alignment

Page 33: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

A learning objective is not an activity. It helps the student understand the academic

purpose of the lesson A learning objective is not what the teacher

does; it is about what the audience, the student, will be able to do.

A learning objective is not just the standard itself.

Caveats……

Page 34: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

CFU Activity

Learning Objective Standards-based

Activity-Based

Students will use sponges to simulate how plants store water. Using the plants that live in the desert, students will describe how the plants adapt to a shortage of water.

Page 35: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Revisiting Our Learning Objective Participants will construct a learning

objective based on a content standard and aligned with appropriate independent practice.

Page 36: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Independent PracticeStarting with End in Mind

An assignment that students complete by themselves with no help from the teacher and is aligned to the learning objective.

Page 37: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Example of Independent PracticeThird Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.Learning Objective: Students will add simple fractions.Independent Practice:

HW Problems Aligned Y/N?2/3 + 1 2/3=_____3 /4 + 1 /4= ____

4/5 – 1/5= ____

Page 38: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Example of Independent PracticeThird Grade Math Standard: 3.1Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.Learning Objective: Students will add simple fractions.Independent Practice:

HW Problems Aligned Y/N?2/3 + 1 2/3=_____ No, mixed fraction 3 /4 + 1 /4= ____ Yes

4/5 – 1/5= ____ No, subtraction

Page 39: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Revisiting Our Learning Objectives Participants will construct a learning objective

based on a content standard and aligned with appropriate independent practice.

Participants will identify examples of checking for understanding.

Page 40: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Review Checklist Does the learning objective stem from a course standard? Is the learning objective measurable? Does the learning objective target one specific aspect of

expected performance? Is the learning objective student-centered? Does the learning objective utilize an effective, action verb

that targets the desired level of performance? Does the learning objective match released CST questions

and/or assessments? Does the learning objective specify appropriate conditions for

performance, if applicable? Is the learning objective written in terms of observable,

behavioral outcomes/skills?

Page 41: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Questions?

Page 42: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

“The first things students need to learn is what they are supposed to be learning.”

Knowing Your Learning Target Educational Leadership, March 2011

Page 43: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Next WebinarFocused Learning Through

Direct InstructionSession Three:

Activating Prior Knowledge and Checking for Understanding

April 21, 20113:30 PM – 4:30 PM

Register on the Region 2 RSDSS website: http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events

http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events
Page 44: Focused Learning Through Direct Instruction Session Two: Instruction That Works: Constructing Effective Learning Objectives and Checking for Understanding

Contact InformationDoreen Fuller (Shasta Hub Coordinator – serving Lassen,

Modoc, Siskiyou, Shasta, and Trinity Counties): [email protected]

Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): [email protected]

Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): [email protected]

mailto:[email protected]
mailto:[email protected]
mailto:[email protected]

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