Some Intro questions…Some Intro questions…

• Introductions – name, subject(s) taught, and…

• What science vocabulary term explains you and why…and..

Think-pair-shareThink-pair-share

• How will you use research-based instructional strategies to increase the learning in your classroom?

that

Classroom InstructionClassroom Instruction

Essential Questions: Essential Questions:

What strategies are effective for increasing student achievement?What strategies are effective for increasing student achievement?

How can teachers use setting objectives, writing essential How can teachers use setting objectives, writing essential questions, and providing feedback in a PLE or Unit Plan?questions, and providing feedback in a PLE or Unit Plan?

Learning Goals: Participants will

Gain an understanding of Gain an understanding of

instructional strategies that research indicates can have a significant influence on student achievement (specifically setting objectives and writing essential questions, and providing feedback)

Become skilled at:Become skilled at:

how to effectively set Unit or PLE objectives (learning goals), personal learning goals, essential questions, and providing feedback

Essential Questions: Essential Questions:

What strategies are effective for increasing student achievement?What strategies are effective for increasing student achievement?

How can teachers use setting objectives, writing essential How can teachers use setting objectives, writing essential questions, and providing feedback in a PLE or Unit Plan?questions, and providing feedback in a PLE or Unit Plan?

Learning Goals: Participants will

Gain an understanding of Gain an understanding of

instructional strategies that research indicates can have a significant influence on student achievement (specifically setting objectives and writing essential questions, and providing feedback)

Become skilled at:Become skilled at:

how to effectively set Unit or PLE objectives (learning goals), personal learning goals, essential questions, and providing feedback

I will embed these skills into my staff development in addition to I will embed these skills into my staff development in addition to literacy strategies!!literacy strategies!!

What Works in Schools- Robert MarzanoWhat Works in Schools- Robert Marzano

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

School

Teacher

Student

9. Home Environment

10. Learning Intelligence/ Background Knowledge

11. Motivation

Factors Influencing Factors Influencing Achievement we as Achievement we as teachers can controlteachers can control

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Teacher

Identifying similarities and differences (B-day)

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations (C-day)

Cooperative learning

Setting objectives and providing feedback (A-day)

Generating and testing hypotheses

Cues, questions, and advance organizers

ReflectionReflection•Complete page 176 (reflection) honestly

Setting Objectives and Providing Feedback

Setting Objectives and Providing Feedback

First Turn, Last Turn – First Turn, Last Turn –

Literacy StrategyLiteracy Strategy

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

The objective is….

I need to learn…..I have to complete

this by……

TodayRead Chapter 2 in ..Finish cell assignment…Work on cell analogy project..

3

Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:

Understand how the cell organelles work together to keep the cell alive.

Are skilled at making comparisons of organelles to non-science examples.

Learning Goals

Take notes on density

Understand how the earth rotates and revolves.

Make a travel brochure for the human body.

Make a simple machine.

Understand the relationship between cells and plants and humans

Write a report on science in the news.

Design a menu that includes a balance of foods from the food pyramid.

Know organelles and their functions

Activities/Assignments or Learning Goals?????

Essential Q’s• What is an essential question?

• How do you effectively create and use essential questions?

• Question or Objective…that is the question???

• Link to Document.

Personal Learning GoalPersonal Learning Goal

• I think of them like SMART goals

• You may need to scaffold it for them

• Make it challenging but flexible

• Small successes within a class period can lead to HUGE successes later momentum building

• Look at page 177 and next slide

Learning Goals: Feedback

1.________________________________________________________________

1 2 3 4 (see rubric)

2.________________________________________________________________

1 2 3 4 (see rubric)

3.________________________________________________________________

1 2 3 4 (see rubric)

4.________________________________________________________________

1 2 3 4 (see rubric)

Name__________________ Date___________________ Assignment____________________________________

Our learning goal is to understand how cell organelles work together:

My personal learning goal is to describe how 3 organelles work together

Our learning goal is to become skilled at making comparisons of organelles to non-science examples.

My personal learning goal is to make 4 comparisons of organelles to non-science examples.

Can be done for units, individual Can be done for units, individual PLE’s or both!PLE’s or both!

• Take some time to take a PLE or Unit and look at your objectives and learning goals and make some modifications:

Step 1: Complete NEW Figure 13.6 for a PLE or Unit of your choice

Step 2: Pair-Share

Lunch…YUMMY

Now that we set Objectives and Now that we set Objectives and Essential Questions...what’s next?Essential Questions...what’s next?

• Look at questions 6 and 7 on Figure 13.6

• Reflect on page 186

• What did you say? WHY?

Tossed Terms Literacy StrategyTossed Terms Literacy Strategy

• Read pages 185-192

• Get a partner

• Cut the cube and tape together

• Toss the cube and talk about/explain the term or phrase that comes up on the top.

• Complete all the phrases, by taking turns

Setting Objectives and Providing Feedback

1. Feedback should be “corrective” in nature.

2. Feedback should be timely.

3. Feedback should be specific to a criterion.

4. Students can effectively provide their own feedback.

Generalizations from research on

Providing Feedback

John Hattie—reviewed 7,827 studies on learning and instruction.

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

John Hattie—reviewed 7,827 studies on learning and instruction.

…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

How do you provide feedback in a way that students:

• Know what they are learning and how well the are progressing?

• Can explain what they need to do to get better?

• Scoring Guides that explain levels of performance

• Potentially, they focus students on “the learning”

• Use in conjunction with checklists, when appropriate

• What are they?

Feedback should be specific to a criterion.

What is the focus of the criteria?

If criteria focus on the appearance of the product, the student will be more likely to attend to the appearance.

If criteria focus on the level of learning, the student will be more likely to attend to the level of learning.

Rubrics

• Rubistar

• Teach-nology

• Rubrics 4 teachers

Peer Assessment/Review• Review process using a checklist. Constructive comments, or

rubric (experimental design) or project work

Self-Assessment

• Student can complete the rubric with an “explanation column” before the teacher uses the assessment rubric.

• The teacher assesses the student using the same rubric (however, it is not the one the student wrote on)

• How you use the data from the student and teacher is subject to differentiation

Your time to construct meaning:Your time to construct meaning:

• Take the PLE/Unit from the AM

• Generate possibilities of feedback and align appropriate rubrics/checklists/assessments

• Use the links to rubric sites, etc.

• Complete self-assessment through survey gizmo

From the images below, choose two which reflect how you are feeling about our work today. Explain why to your partner.

213 4

5

67 8

109

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