SEEC SUMMER PDDay 2: Content Area Groups

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seec.nefec.org

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OVERVIEW

• Brief overview of the SEEC project

• Content and structure of SEEC PD

• Review of resources, including the SEEC website

• Structure of today’s training: Self-paced modules for collaborative teams

• Logistics

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OBJECTIVES

• Know how to identify and write clear learning goals based on high need areas;

• Create rubrics and scales to identify proficiency of content area;

• Develop a formative assessment plan that supports a learning goal(s);

• Agree upon a common formative assessment and scale from which to compare data throughout the first semester;

• Understand how learning goals, rubrics, learning activities, and assessments are evaluated within the Copeland, Danielson, and Marzano systems.

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NORMS

• Be punctual (breaks, lunch, small group work)

• Stay engaged

• Show respect for each other’s opinions

• Give everyone a chance to speak

• Build on each other’s ideas

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GET TO KNOW EACH OTHER

Take a moment to introduce yourself briefly to the people at your table. Let them know your name, what you teach, and where you teach.

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AREA OF FOCUS

In your group, discuss a unit or overarching topic/concept that you will teach within the first 9 weeks of school. Come to an agreement on what you will focus on as a group today for the purposes of common planning.

Level 4.0

I can identify, develop, and communicate clear learning goals; I know the difference between a learning goal and a learning activity; and, I can also extend what I know about learning goals to develop an associated scale.

Level 3.0Target

I can identify, develop, and communicate clear learning goals; I know the difference between a learning goal and a learning activity.

Level 2.0I have a basic understanding of learning goals; I can identify, develop, or communicate a learning goal if I have resources.

Level 1.0I have limited understanding of learning goals; I can identify, develop, or communicate a learning goal if I have resources and assistance.

Level 0.0 Even with help, I do not understand learning goals.

Rate yourself on what you already know about learning goals. Use the scale below to guide your

reflection.

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WHY LEARNING GOALS?

• A learning goal, when communicated clearly in language the student will be able to understand, provides the learner with the roadmap and specific skills that are needed for mastery.

• A learning goal also provides teachers with a basis for determining that each learning activity has a purpose aligned with the learning goal(s)-and the course standards.

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WHAT ARE LEARNING GOALS?

Learning goals or objectives state what students should learn over the course of a unit (or a lesson or an entire semester). Consider the following list:

• Students will understand key aspects contributing to the outcomes of World War I and World War II.

• Students will be able to factor and simplify quadratic equations.

• Students will understand plot, theme, conflict, and resolution of the novel.

• Students will be able to create a reasonable hypothesis for a simple experiment and compare their hypothesis to the experiment's outcome.

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TYPES OF KNOWLEDGE

• Declarative

• Procedural

• Combined

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DECLARATIVE KNOWLEDGE

The format "students will understand …" is used when information is the target of a learning goal. Technically, information is referred to as declarative knowledge. Declarative knowledge includes information such as vocabulary terms, facts, generalizations, and principles. The following are examples of declarative knowledge:

• Incidents leading to the U.S. involvement in World War II

• The concept of plot

• A specific plot in a specific story

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PROCEDURAL KNOWLEDGE

The format "students will be able to … " is used when a process is the target of a learning goal. Technically, processes are referred to as procedural knowledge. Procedural knowledge includes processes such as skills, heuristics, and strategies, as well as complex processes such as writing. The following are examples of procedural knowledge:

• Factoring and simplifying quadratic equations

• Creating reasonable hypotheses for simple experiments

• Using specific word processing software

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COMBINED

Occasionally, a learning goal will include both declarative and procedural knowledge. In these cases the following format can be used:

Students will understand __________ and be able to _____________.

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WHEN TO USE LEARNING GOALS

• Learning goals should focus on the important aspects of a state standard and focus on learning that takes 3 to 9 weeks to master.

• Learning goals are not the same thing as daily objectives, which may focus on very narrow issues or fact acquisition and do not take long to master.

• Learning goals, to be effective, need to focus on the important knowledge and skills needed to master state standards.

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LEARNING PROGRESSIONS

• Teachers use short‐term goals to identify “step‐by‐step building blocks” students need to achieve the long‐term goal.

• These clusters of short‐term goals are learning progressions, “a sequenced set of sub‐skills and bodies of enabling knowledge that … students must master en route to mastering a more remote curricular aim” (Popham, 2008, p. 24).

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HOW TO USE LEARNING GOALS

• When writing learning goals teachers use the curriculum expectations, which identify the knowledge and skills students are expected to learn, as a starting point. Learning goals do not “rewrite the curriculum,” but rather share with students “where we are going” in a way that students can understand.

• By clustering and scaffolding overall and specific expectations, teachers unpack the curriculum into manageable chunks so that students can successfully move from their current understanding and ability to the desired level of knowledge and skills.

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SHARE OUT

At your table, discuss your reactions to the following questions:

• Where are you and your school in the implementation of learning goals now?

• What are some of the benefits (both found in the text and from your background knowledge) about using learning goals?

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LEARNING GOALS VS ACTIVITIES

• Open the envelope on your table.

• There are both learning goals and activities/assignments on strips of paper.

• As a group, sort all sentences into those two categories. Come to a consensus about each one.

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ADMINISTRATOR LOOK-FORS

Learning goals should be:

• Overarching (unit goals)

• Clear statements of knowledge or information (not activities or assignments)

• Posted and able to read by students

• Written in student friendly language (when appropriate)

• Referenced during the lesson

Students should be able to explain:

• The learning goal

• How their current activities relate to the learning goal

Level 4.0

I can identify, develop, and communicate clear learning goals; I know the difference between a learning goal and a learning activity; and, I can also extend what I know about learning goals to develop an associated scale.

Level 3.0Target

I can identify, develop, and communicate clear learning goals; I know the difference between a learning goal and a learning activity.

Level 2.0I have a basic understanding of learning goals; I can identify, develop, or communicate a learning goal if I have resources.

Level 1.0I have limited understanding of learning goals; I can identify, develop, or communicate a learning goal if I have resources and assistance.

Level 0.0 Even with help, I do not understand learning goals.

Rate yourself on what you now know about learning goals. Use the scale below to guide your

reflection.

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CREATE A LEARNING GOAL

• In your group, develop a learning goal for the topic/concept that you decided as a team would be your focus of the day. Remember that this topic should be covered within the first 9 weeks of school.• Use the standards identified in your course description

on cpalms (as applicable). This will help you be more specific about what students should know and be able to do

• Use the template provided to record your answer. One person in the group should document your work electronically. (It will be submitted at the end of the day)