Key Focus- The central focus of this chapter is to examine the fundamental question; What do my students need to learn in the classroom and how do I use student generated evidence to confirm that learning? Laurie Basila Lawrence Gluckson

 On a piece of paper list the 10 most important things that you believe you learned in school? 1. Do you believe having these skills and possessing this knowledge makes you a productive and competitive member in today’s society? 2. Do you believe that these skills and knowledge sets can be traced back to particular learning goals and outcomes that existed within the curriculums or were they obtained merely by educational chance or opportunity?

 Curriculum Guide  Standards  Benchmarks  Assessment  Learning Target  Learning Outcomes  Educational Goal  Educational Objectives

 Demonstration of learning according to Bloom’s Taxonomy 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

1. Factual Knowledge 2. Conceptual Knowledge 3. Procedural Knowledge 4. Metacognitive Knowledge

 What is the primary purpose and focus of the intended lesson?  What instructional activities are going to take place in order for the learners to meet the intended lesson outcomes?  What evidence is needed to confirm that the students acquired the desired outcomes from the lesson?  Does instruction-learning assessment alignment exist within the lesson?

 Evidence  Empirical Evidence (Discrete behaviors and skills that are directly observable and measurable.) (RTI/IEP Data Collection)

 Informal Observations (Daily)  Formal Observations (Planned)  Group Observations -These three forms of observations allow educators to gather data in order to effectively use interventions which target student learning objectives. (Response To Intervention)

 Narrative (Chronological recording)  Interval Recording/Time Sampling (Recording specific pre-identified behavior)  Event Recording (Documenting a rate of a behavior)  Frequency Recording

Checklists Ratings  )

 Direct Questioning (verbal responses)  Interview  Mini-Interview (time-restricted, usually used in the mental health field)

 Student Products: -Meets requirements of empirical evidence containing recognizable beginning and ending points, generates tangible concrete constructions, reflects the direct work of the individual, and holds the student accountable.

 Constructed Response -based on student response to a given question.  Selected Response -based on a student response from a set of potential answers that are provided.

 Using the provided lesson plan template, and statewide curriculum standards for Reading in grades 3, 7, and 10 form groups reflecting your current teaching assignment(s) (ES, MS,HS) and create a weekly lesson plan using the following key descriptors:  Standards, Benchmarks, Assessments, Learning Target, Learning Outcomes, Educational Goal, Educational Objectives, and Levels of Bloom’s Taxonomy.