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Writing Mastery Objectives By: William McCann and Shakira Wimberly

Writing Mastery Objectives

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Writing Mastery Objectives. By: William McCann and Shakira Wimberly. DO NOW ACTIVITY. What makes a Mastery Objective? Compare and contrast two objectives Poor mastery objective vs. Quality mastery objective - PowerPoint PPT Presentation

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Page 1: Writing Mastery Objectives

Writing Mastery Objectives

By: William McCann and Shakira Wimberly

Page 2: Writing Mastery Objectives

DO NOW ACTIVITYWhat makes a Mastery Objective?

Compare and contrast two objectivesPoor mastery objective

vs. Quality mastery objective

Compare and contrast objectives. Record the similarities and differences. Discuss outcomes of mastery objectives

Page 3: Writing Mastery Objectives

Professional Learning ProcessActivity

Think, Pair, Share…How does this

process help improve student outcome?(1 member from each group will share group ideas)

Cycle Component Process Time Frame

Mastery Objectives Do Now

4-8 Week Learning Process

Direct Instruction/ Explicit Teaching

4-8 Week Learning Process

Checking for UnderstandingGuided Practice

4-8 Week Learning Process

DifferentiationIndependent Practice

4-8 Week Learning Process

Closure Exit Ticket

4-8 Week Learning Process

Page 4: Writing Mastery Objectives

Mastery Objectives should be:Common Core Standards DerivedBased on explicit behaviorsEstablish specific conditionsDependant on certain criteriaAble to communicate relevance.

Page 5: Writing Mastery Objectives

How are the Common Core Standards correlated to the Mastery Objective?Common Core Standards are focused around

either a process or content. Process Content

Focuses on students’ learning (strategies) or a skill.

• Example: Student knows how to explain how an author uses irony.

Emphasizes content knowledge; what students need to know and understand.

• Example: Student knows the meaning of irony

Restate: Mastery objectives will either focus on a process or content from Common Core standard.

Page 6: Writing Mastery Objectives

ACTIVITY #1Given a Common Core standard, determine whether

it is process or content driven?

Guiding QuestionsWhen reading the standard, is the

process or content implied or explicit?Are prerequisite skills implied in either?

Page 7: Writing Mastery Objectives

STANDARDSStandards tend to be abstract and broad

based.

What should teachers do?

“UNPACK” the standard.( Unpack= Breakdown)

Page 8: Writing Mastery Objectives

“Unpacking” the StandardsGuiding questions to ask when

unpacking standardsWhat do you want students to know?What are the pre-requisites to attaining

what you want students to know?What do you want students to do with the

knowledge?

Note: One standard may need to be chunked into several mastery objectives/ lessons. (Eligible Content)

Page 9: Writing Mastery Objectives

Objective VariationsGronlund

The focus should be on the learning outcomes attained by the students. The objectives should direct attention to the student and to the types of behavior he/she is expected to exhibit as a result of the learning experience. Our focus shifts from the teacher to the student and from the learning process to the learning outcomes. ”Norman Gronlund

Mager

Robert Mager type objectives should include three parts:

Conditions under which you expect the behavior to occur. Given a set of 10 two-digit

multiplication problems and without a calculator . . . .

State the terminal behavior you wish to see . . . . a student will correctly

complete the problems . . .

State the criterion for acceptable achievement . . . . with 8 out of 10 correct

within 15 minutes.

Page 10: Writing Mastery Objectives

Gronlund Objectives V. Mager ObjectivesUses appropriate

experimental procedures in the lab setting.

Identifies important dates, events, and people in the Battle of Gettysburg.

Creates a 16 measure song including appropriate meter, melody, and notation.

Categorizes polynomials according to their characteristics.

Given six different types of quadrilaterals, the student will create a Venn diagram classifying the shapes by characteristics of sides and angles with five of six shapes correctly classified.

Page 11: Writing Mastery Objectives

What are mastery objectives?(Alcorn’s Blended Model)

An objective is a description of a performance you want learners to be able to exhibit before you consider them competent.

An objective describes an intended result of instruction, rather than the process of instruction itself.

4 Key Components BehaviorConditionCriteriaRationale

Page 12: Writing Mastery Objectives

BehaviorsA. Behavior : (Blooms, Webb’s) The verb used to describe a

desirable behavior in an instructional objective must be observable.

B. Should move from levels 1 to 4 (DOK) during units covering standards…fluid

C. Two types of behaviors: OVERT refers to any kind of performance that can be

observed directly, whether that performance be visible or audible ( observed by the eye or ear).

COVERT refers to performance that cannot be observed directly, performance that is mental, invisible, cognitive, or internal (asking someone to say something or do something).

Page 13: Writing Mastery Objectives

Conditions B. Condition: To state an objective clearly, you will

sometimes have to state the conditions you will impose when students are demonstrating their mastery of the objective. Below are some examples:

Given a problem of the following type…

Given a list of…

Given any reference of the learner's choice…

When provided with a standard set of tools…

Without the aid of references…

With the aid of references…

Without the aid of a calculator…

Page 14: Writing Mastery Objectives

CriteriaC. Criteria: An explicit description of acceptable

performance. Teacher should write mastery objectives with the

expectation of the minimum required performance.

Minimum Maximum (Setting the Bar Too High)

Allows for differentiation Does not allow for differentiation

Enrichment No enrichment

Allows room for growth Does not allow for growth

Page 15: Writing Mastery Objectives

Rationale/ImportanceWhy is this important to students? Any skill is learned more effectively if the learner

understands the reason for learning and practicing it.

Students should be able to connect to either the process or content identified in the mastery objective to future learning and/real world applications. So, this is important to me because…

Page 16: Writing Mastery Objectives

Good vs. Poor ObjectiveGOOD POOR

• “The student will be able to evaluate the different theories of the origin of the solar system as demonstrated by his/her ability to compare and discuss verbally or in writing the strengths and weaknesses of each theory.”

• “Given a description of a planet, the student will be able to identify that planet, as demonstrated verbally or in writing.”

• “ The student will be able to understand the origin of the solar system and discuss it by writing it in the science journal.”

• “ The student will be able to identify planets.”

Lets look at this as a team on Monday!

Page 17: Writing Mastery Objectives

ACTIVITYAs a group, analyze the Mastery Objective for all necessary components.( Behavior, Content, Criteria)

If needed, rewrite the mastery objective using the blended model.

Page 18: Writing Mastery Objectives

Recap: Common Core Standards UnpackedGiven a Common Core standard, determine :

What students need to know?What are the Pre-Requisites?What do you want students to do with the

knowledge:

STOP & THINK

How does your unpacking generate mastery objectives?

Page 19: Writing Mastery Objectives

ACTIVITY- EXIT TICKET

In groups, create at least 2 mastery objectives that have a behavior, condition, and criteria.

Page 20: Writing Mastery Objectives

Professional Learning Cycle1. Support and Training2. Safe Practice: Time to practice writing mastery objectives. 3. Article/ Best Practice: Each teacher will be given an article to use as a resource for writing mastery objectives3. Coaching: Each teacher will have coaching available.4. Feedback: Teachers will receive feedback from their coach for improvement.5. Accountability: Teachers will be expected to write mastery objectives that contain behavior, condition, and criteria. The mastery objective must also be written as a reflection of the standard.

Page 21: Writing Mastery Objectives

Exit Ticket – 3, 2, 1Write 3 of the most important

things you learned today.Write 2 questions that you still

need to be answered today. Write 1 way your new learning

connects to what you knew before.