Where Great Teaching Begins

Student-Centered and Learning-Focused ObjectivesIsolate student learning outcomesAt the end of the lessonReflect on ActivityStandards-based and specificIntroduce Common Core standards into planning in order to isolate the learning outcomeFocus on learning and thinkingBlooms Connection to Common CoreOverused non-specific verbsAcceptablePowerful and higher level High vs Low Explain vs explainHey, Dad! and Principal in the hall testsWriting Fruitful Objectives

10:20-12pm in merged groups

Chapter 2 Key Points:Isolate student learning outcomes refer back to the read ch. 1 obj original vs. revised At the end of the lesson Goals need specific, learning focused, standards based (p73- Sample Validity Checks)Focus on the objectives from the activity just completed in small groupBlooms Verbs choose wisely my friendEvery objective you make should be assessed, if not worth assessing, dont write it

Chapter 3 Key Points:Hey Dad test/Principal in the hall testUse Blooms properly to help write objectivesVisualize students doing the objectiveBlooms Verbs choose wisely my friendPg. 47 General terms we use too muchPg. 48 Good Terms to use

Chapter 4 Key PointsRead and WriteWhat will they do.Why will theyImportance of teachers approach to content (pg.61)Dont need an objective for everything (pg.62)Commitment to achieving objectives (pg.62)

Key points including the Hey Dad! and Show me tests. Emphasize the importance of starting with objectives and then the activity, not choosing your activity first.

Take Remembering Level Objective and they write into upper level objectiveIdentify shapes that are quadrilaterals.

CC 3G.1 Understand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides), and that shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

8The back storyCommon Core Standards for language arts and math and PDE Curriculum Frameworks for science and social studies were adopted by the Muncy School Board (2/13/12).

Common Core Standards are more complex than the State Standards we are currently using. Theres an increased focus on algebraic concepts (K-12).

Instructional design needs to promote greater application, synthesis of knowledge, and higher-order thinking skills.

We must use instructional time to its greatest advantage.30 minutes here (until around 9)Look deeper at common core if you have more time

CC evolved from a movement through the 50 states to have common set of standards that all kids need to know and be able to do.

Yes, follow the curriculum and use your book. Our math series content matches the common core standards and is the framework, but we have to TEACH it.

We need to make sure we are pushing students to think at a higher level. The majority of CC workshops begin with learning focused instructional design.

Not saying we cant do creative or fun things, but they have to meet the district objectives.

2In-SERVICE OBJECTIVESYou will be able to differentiate between an objective and an activity.

You will be able to analyze and revise objectives in order to increase student thinking and learning.

You will examine elements of instructional design and create effective, learning-focused objectives.

5 mins. Higher level thinking and the objective are married (not separate).

If asked HS already did this years ago called Rigor and Relevance.3AgendaInstructional design and objectives: who and what are they for?Activity vs. objective for learning focused instruction Merge groupsAnalyze and revise objectivesAnalyze a Common Core Standard and design an objective that is student-centered, thinking-centered, and learning-focusedLunch 12-1pmBell RingerAnalyze personal lesson plans for February 22-24

Let them read and briefly discuss (couple mins)4Where Great Teaching Begins Planning for Student Thinking and Learningby Anne Reeves Agree or disagree? Objective: Read chapter 1First reactions?Read chapter 1 to describe the 5 elements of a student and learning centered classroom and how they impact student thinking.

Key pointsReflection

Small group (9:10ish)Agree/disagree sheet the scale A-----D (2-5 mins)Collect thesePass out ch. 1Read and break (back at 9:30 to small group)First reactions what do they think about what they read?

Improved objective from Read Chapter one is - Read chapter 1 to describe the 5 elements of a student and learning centered classroom and how they impact student thinking.

Key points from our list (30 mins)Chapter 1 Key Points:Teacher-centered vs. student-centered (pg.9)Deep design envision student learning (pg.11)Doesnt mean more timeBetter time management

Focus on what the kids are doing, not what were doing

Who are lesson plans really for?

Teachers- When written well, the objectives will be clear indicators of what thinking and learning the students will do during a lesson, but they do not clearly indicate what activities will be done.Administrators- When written well, the objectives will be clear indicators of what standards are being met and how students will meet them, but they will not state the actual standard.Students- When written well, the objectives will be clear indicators of what they need to learn and what kind of thinking they will do to meet the objective.

Wrap up: Think about your lessons on Thursday last week. Look at the chart on p. 9: Where do you fit? What are the advantages of a student centered and learning centered classroom?How will our classrooms look different as a student centered classroom?

(should be around 10am now)

5Activity vs. ObjectiveIdentify objectivesObjectives are statements of what students will know and be able to do after they have learned what we intend for them to learn.Activities are engaged in by the learner for the purpose of acquiring certain skills, concepts, or knowledge whether guided by instruction or not.Analyze/revise your sort

Small groupFill out Obj. vs Act. PaperShare answers amongst themselvesShow definitionsGo back and reviseWe give answers and discuss

15 mins(10:15)

March and mergeKelly and marcie Rob and amanda robs room10:20 start with merged groups6AgendaInstructional design and objectives: who and what are they for?Activity vs. objective for learning focused instruction Merge groupsAnalyze and revise objectivesAnalyze a Common Core Standard and design an objective that is student-centered, thinking-centered, and learning-focusedLunch 12-1pmBell RingerAnalyze personal lesson plans for February 22-24

Let them review and briefly discuss (couple mins)7Common CoreCC 3G.1 Understand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides), and that shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Objective: Find shapes that are quadrilaterals. (Remembering)At the end of the lessonHey Dad! TestMr. Jankowski Test

9Common Core BreakdownCC 3MD1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g. by representing the problem on a number line diagram.

1:00-1:45pm Common Core Breakdown1:45-2:50pm Reflect on Lesson Plans Make Revisions Guided Practice with 1 volunteerFind 3 Objectives that will be shared with the group2:50-3:00pm Agree-Disagree/Goal Tracker Closure

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11Sample objectivesStudents will differentiate common punctuation marks.After revisionStudents will correctly identify commas, periods, question marks, and exclamation marks as they encounter them in text.Or Students will use commas, periods, question marks, and exclamation marks correctly in paragraphs they compose.At the end of the lesson