Learning GoalsWhat are they? How do I use them?

So, what will you actually So, what will you actually be teaching about?be teaching about?

• Identify a topic

• Design a web of questions around your topic• Tell the whole story!• Bring it around to today!

• Turn your questions into learning goals• 5-10 cognitive goals• 1-2 psychomotor goals• 1-2 affective learning goals

• Look to the GLCEs/HSCEs

• Analyze your goals according to cognitive complexity

Early European Exploration

Learning Learning Goals/OutcomesGoals/Outcomes

• Specify what students should learn as a result of the instructional experience

• “instructional intent”

• is made up of a verb phrase & noun phrase• Verb phrase = cognitive process that is the

intended learning outcome• Noun phrase =the subject area content that

the students should learn

Terms to Terms to Remember….Remember….

Alignment

Misalignment

Backwards Design

Your goals should be in alignment with Your goals should be in alignment with

your instruction & assessmentyour instruction & assessment

Goal (#1) Assessment (#2) Instruction (#3)

Explain how a bill becomes a law

Compare daily lives of children during the GD to the lives of children today.

Use patterns to skip count by 5s, 10s, &20s

Identify statements that are similes

Should we make our Should we make our students aware of our students aware of our

learning goals?learning goals?

Where do learning goals Where do learning goals come from?come from?

State and National Standards Note that standards do not necessarily make

effective learning goals

GLCES & HSCEs Benchmarks clarify the outcome stated in the

standard

Teacher Editions

Steps to WritingSteps to Writing Quality Quality Learning GoalsLearning Goals

1. Select the verb (Highly Important Step)

2. Write the noun phrase

3. Be sure that your goal is “measurable”

4. Analyze your unit goals for cognitive complexity to ensure your unit is balanced

Bloom’s Taxonomy of Bloom’s Taxonomy of ThinkingThinking

Knowledge Comprehension

Application

Analysis Synthesis

Evaluation

“Know” “Understand”

“Apply” “Analyze” “Create” “Evaluate”

Retrieve knowledge from memory

Construct meaning

Implement a procedure in a given situation

Break material into parts & determine how pars relate to one another and an overall structure

Bring elements together to form a new pattern or structure

Make judgments based on criteria

Goal: Students will be able to understand that a myth is a story that explains something

Team TaskTeam Task Read Rivers Around the World

Use the theory of Backwards Design to Clearly define your learning goals Identify what evidence (or assessment) would

effectively measure student learning of that goal

Plan a method of instruction