Student Learning Objectives (SLO) Resources for Science 1

Why SLOs? Teachers who developed high-quality SLOs produced better student achievement gains A Quality Control Toolkit for Student Learning Objectives (p. 5)

Why SLOs? 3 Improved Student Outcomes Teacher Practice Student Growth and Learning Classroom Observations Core Professionalism Tripod Student Survey Working Portfolio (non-classroom only) Educator Effectiveness Data Hawaii Growth Model Student Learning Objectives

SLO Process—start with the Learning Goal Hawaii Department of Education4 1. Identify the learning goal 2. Develop or select assessment(s) 3. Establish targets based on data 4. Plan instruction 5. Receive initial approval 6. Implement the SLO 7. Revise targets if necessary 8. Analyze assessment results 9. Rating of SLO 10. Determine next steps

Learning Goal Resources for Science Describes what students will be able to do in a semester or year (What specific knowledge and skills should students acquire within your content area?) Reflects content standards and supports BIG ideas Focuses on students and what they will learn

Learning Goal Resources for Science (continued) Rationale—why was this goal selected? Must be expansive and overarching (broad enough to teach over the period of instruction) EXAMPLES FOR SCIENCE: – Standard 1: Scientific Investigation – Standard 2: Nature of Science Can be appropriately and adequately assessed over semester or year

Learning Goal Resources for Science (continued) Is important, meaningful, achievable, and ambitious SLOs should be at a minimum of a Depth of Knowledge (DOK) level 2 Aim high--If there are DOK level 3 or 4 targets for the course or grade level, use those

Depth of Knowledge (DOK) Levels

Learning Goal Sample Gr. 8: Learning Goal: Students will develop a hypothesis (using Earth and Space Science content standards/benchmarks listed in SLO) that will be based on observations and questions. To test their hypothesis, students will design and conduct a controlled experiment. They will then communicate significant components of their experimental design and results, including the link between evidence and conclusion.

Big Idea Resources for Science What powerful concept or theme helps us make sense of things? Focus is on content (not students) Declarative statement Helps answer: “Why does it matter?”

Big Idea--Samples Helpful hint: Big Ideas/Major Understandings can be found in the HCPS III Benchmark Maps Gr. 4—The adaptations of an organism allow it to survive in an environment Gr. 7—The goal of scientific inquiry is to understand and explain the natural world Biology (high school)—Matter and energy cycle through organisms and the environment

HCPS III Benchmark maps for Science

Targets Describe at least 3 data sources to establish starting point for measuring student learning progress towards SLO Learning Goal Use data to determine students’ placement in performance groups at the beginning of the term Identify performance groups and which students are in each performance group (2-4 performance groups based on the starting point data) Establish and differentiate performance expectations for each performance group by the end of the instructional period

Targets (CONTINUED) Identify the expected outcomes by the end of the instructional period for student performance groups Consider developing targets for students that have already met standards Growth for ALL students Set rigorous, realistic, and attainable expectations for the performance of each student performance group on selected high-quality assessment(s) Rationale: Why were these goals set?

Assessments, Scoring & Criteria Resources for Science Assessments should measure the knowledge and skills found in learning goal Examples of assessments and rubrics Multiple assessment methods Choose appropriate assessment to measure target How often will informal assessment data be collected to monitor student progress toward learning goal? Use Quality Assessment Criteria checklist found in SLO Planning Document

Formative Nature of the SLO Process Formative instructional practices along the way are key to success of the SLO

Define Clear Learning Targets Determine Evidence & Criteria Plan Learning Experiences Based on Student Needs Elicit Evidence Of Learning Analyze Evidence & Provide Feedback Plan Instructional Modifications or Next Steps Scaffold New Learning & Close the Gap Formative Instruction Process

Instructional Strategies Resources for Science Describe key instructional strategies that are planned to help all students make progress towards the learning goal Appropriate and evidence-based Use best practices to address ALL learner needs Specifically address gaps in learning to guide students toward the learning goal

Instructional Strategies (Marzano et al., 2001) Recommendations for Classroom Practice Identifying Similarities and Differences Use the process of comparing, classifying, and using metaphors and analogies. Summarizing and Note Taking Provide teacher-prepared notes using a variety of formats, and graphic organizers. Teach students a variety of summarizing strategies. Engage students in reciprocal teaching. Reinforcing Effort and Providing Recognition Teach students the relationship between effort and achievement. Provide recognition aligned to performance and behaviors. Homework and Practice Establish and communicate homework policy. Design assignments that support academic learning. Provide timely feedback. Nonlinguistic representations Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity. Instructional Strategies--Samples

Instructional Strategies (Marzano, et al., 2001) Recommendations for Classroom Practices Cooperative learning Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw). Combine cooperative learning with other classroom structures. Setting objectives and providing feedback Set and communicate objectives that are specific and flexible. Include feedback elements of both positive interdependence and individual accountability. Generating and testing hypotheses Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation. Ask students to explain their hypotheses and their conclusions. Cues, Questions and Advanced Organizers Use explicit cues. Ask inferential and analytical questions. Use stories, pictures, and other introductory materials that set the stage for learning. Have students skim materials before the lesson. Use graphic organizers.

Resources Hawaii SLO Science LiveBinder: 89

Contains this PowerPoint and resources (assessments, learning goals, big ideas, baseline data, and sample SLOs)

Last Words... Find SLO buddies to work with—ask questions, share, collaborate, and commiserate Look for resources and examples (see LiveBinder) Keep it simple and use the “Rubric for Rating the Quality of SLOs” as your guide Go to the EES Website for SLO resources: Remember that this is a learning experience and a work in progress...