Planning Instruction: A workshop for Learning & Goal- setting Card Q: What is the skill you are thinking of teaching your student? Today’s powerpoints are linked to today online schedule

Announcements Brain Quiz: +2 pts if good notes, +1 pt if OK notes, -2 pts if no notes—can bring notes in to redeem points These powerpoints are linked to today online schedule

LEARNING PLAN AND GOALS WORKSHOP Workshop Reminders for Groups: Stay on task Take turns Encourage everyone to speak Help each other understand Everyone takes notes—use the assignment handout

FIELD VISITS 3 & 4: INSTRUCTION STEPS: 1.Identify a skill to teach 2.Use formative assessment to find out how much the student already knows 3.Help the student set a learning goal for the skill 4.Teach 5.Repeat assessment fin find out how much the student learned. 6.Give student feedback about how much they learned 7.Help student review how much progress they made on their learning goal 8.Help student set new learning goal as their ZPD raises.

STEP 1: IDENTIFYING A SKILL

Skill Checklist Should be a simple skill Should be something the teacher wants you to help with Should be something you could teach in one session Should be something you can measure GO AROUND THE CIRCLE AND REPORT SKILL IDEAS TO YOUR FAMILY WHAT QUESTIONS DO YOU HAVE?

STEP 2: PLANNING THE TEACHING

Best teaching plans include: Some easy and some harder levels of a skill Challenges to encourage higher order thinking Teach in ways that build on prior learning and interests of the student(s) Based on Best Practice ideas – Go to recommended websites, program area professors, texts, etc for your ideas!!!!

STEP 3: MEASURING LEARNING Easiest way: Use same thing before and after teaching

Measurement checklist Simple and quick Actually measure what you want it to measure You measure a sample of every skill you plan to teach You have a way to record and keep track of performance while measuring. You include some higher-order items in the measurement Suggestion: Create a graph, showing student how they did for later comparison

Examples SkillMeasurement Learning multiplication tables (7s)Lower order: Give student a simple worksheet to fill out with mixed-up 7s on it; Higher order: Ask student if they can predict what 7 x 8 will be if 7 x 7 is Then ask them to explain why this works Tying a shoeLower order: Give student a big shoe and ask them to tie it—break into steps on a checklist you can use to find out where student is making the mistake Higher order: Ask student a metacognitive question: What helps you remember how to do something that is hard? Then ask student if they can apply that trick to learning how to tie shoes.

Now lets do one together SkillMeasurement Lower order: Higher order: Lower order: Higher order: Remember: Higher order questions often require that students predict, analyze, apply, come up with new information based on old, etc.

In your groups: 1.Pick one skill 2.Come up with a simple way to measure 3.Include higher and lower order measurements 4.RAISE YOUR HAND FOR ME TO COME WHEN YOU FINISH THIS

STEP 4: MATERIALS Use what is in the room if possible If you create something, consider offering it to the teacher...

STEP 5: GOAL-SETTING

Goal-setting Students who set goals achieve more Stating a goal in public increase likelihood it will be met by 50% Students need help from teachers: – Regular monitoring of progress on goals – Turning goals into small steps – Modifying goals if the original goal does not work

“Rules” for goals 1.Must be specific and measureable 2.Must be realistic but challenging 3.Must be set by students, not teachers

Learning Goals Goals should be about what student wants to learn, not how they will compare to others or what grade they want to get!!!!! YES: I want to learn to write an interesting descriptive sentence. NO: I want to get an “A” on my essay. YES: I want to make 80% of all the free shows I shoot. NO: I want to be the best free-shooter.

Learning Goal for your Student BEFORE TEACHING – How well do you think you will do on this task? – How well would you like to do? – My goal for this task is_______________. AFTERWARDS: – How well did you do? Did you meet your goal? – What helped you learn? – What interfered with your learning? – My next learning goal is _____________. I can achieve this goal by _______________________.

Goal-setting Materials Linked to S-L Website You can design your own

Instruction Link to prior learning and student interests Use websites for your content areas for ideas Include – challenge level items (higher order thinking) – Some way to encourage metacognition skills

Measure again Repeat simple pre-assessment measure Keep a visible record to show student – Have student graph own work or keep track of things in some way

Analyzing Learning Compare pre- with post-assessment: Step 1: Look at the numbers: Did student make gains? In what areas? Do the math: how much gain did the student(s) make? Step 2: Look at the patterns: What types of things are difficult? Were rote things easier, and higher-order thing harder, for example? Are certain content- connected items harder? Step 3: Review your notes: Did the student learn quickly at first, or only have several repetitions? What did you notice that helped or hindered learning? What would you change if you did this again?

STEP 6: GIVING FEEDBACK

Purpose Help students see they can learn Link student learning to their work, not their intelligence Use visible evidence to prove student gains – Chart or graph – Use of original goal-setting sheet is a good idea Get student to explain what they would like to learn next—have a script prepared...

Feedback Feedback on Goal – “You set a goal for _________, and you achieved _________.” Your hard work shows (not “You are very smart.”) – What helped you learn? What would help you learn more? Track progress—do this visibly if possible. Set another learning goal: “Next time I work on _______ I want to achieve ________”