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Access today’s bcpslis.pbworks.com Professional Learning  LMS PD Sessions Index
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2. Writing Meaningful Library Lesson Objectives … continued

3. Where we’ve been and why this work continues …
At May 2016 PD:
We identified characteristics and non-characteristics of meaningful objectives
LMS groups used those criteria to co-create objectives for given instructional scenarios
Challenging work, a struggle for most

4. Where we’ve been and why this work continues …
At January 17, 2017 PSD
Majority of LMS rated own level of skill for writing meaningful objectives as Proficient or Advanced (pre and post)
Criteria for meaningful objectives from May reiterated in Building Blocks for Effective Instruction
LMS revised an objective from own Lesson Plan based on criteria and submitted on exit ticket
Revised objectives did not reflect criteria or match self-assessment

5. Why this work is important …
Our shared goal:
Students in all secondary schools will receive high quality, effective library media instruction for developing crucial skills and various literacies for globally competitive graduates and lifelong learning.

6. Why this work is important …
Meaningful Lesson Objectives:
Drive the lesson planning process to ensure effective skills instruction
Provide clear expectations for students which enable them to monitor their own learning and success

7. Today’s learning task …
Continue to apply criteria for meaningful lesson objectives to evaluate objectives
Use a new Lesson Objective Frame along with criteria to further revise objectives and make them more meaningful for guiding effective instruction

8. Our working definition of a meaningful Library Lesson Objective:
A brief statement that specifically describes:
what students will be able to do by the end of a lesson,
how they will do it, and
how their performance will be measured.

9. Lesson Objective Frame:
Students will be able to _____________________________________________ new learning/specific skill aligned to AASL Standard
by __________________________________________ student activity
in order to _____________________________________ evidence of learning to be measured.

10. Model #1:
SWBAT distinguish between convergent and divergent questions by examining models in order to brainstorm 3 divergent questions for a selected research topic.
new learning/skill aligned to AASL Standard (what)
student activity (how)
evidence of learning to be measured (why)

11. Model #1:
SWBAT distinguish between convergent and divergent questions by examining models in order to brainstorm 3 divergent questions for a selected research topic.
Criteria –
Specific skill aligned to AASL Standard?
1.1.3 Develop and refine a range of questions to frame the search for new understanding
Specific new skill to be taught/learned vs. SWBAT “develop a research question”

12. Model #1:
SWBAT distinguish between convergent and divergent questions by examining models in order to brainstorm 3 divergent questions for a selected research topic.
Student activity
How students will learn the skill, what they will do
Examine models of both types for 1-2 demo topics

13. Model #1:
SWBAT distinguish between convergent and divergent questions by examining models in order to brainstorm 3 divergent questions for a selected research topic.
Criteria: Measurable?
How students will demonstrate/apply the learned skill in context.
Evidence of learning that can be measured to determine success

14. Model #1:
SWBAT distinguish between convergent and divergent questions by examining models in order to brainstorm 3 divergent questions for a selected research topic.
Criteria: Rigorous?
Higher-level thinking
Challenging but attainable
Objective will require unpacking when introduced at beginning of lesson:
Define convergent and divergent
Connect to prior learning about question types (e.g. “thick” and “thin” questions)

15. Model #2:
SWBAT evaluate the features of various media formats by comparing and contrasting text and graphic novel versions of the same work in order to choose the best format for their own learning and explain their choice.
Specific skill aligned to AASL Standard?
4.1.4 Seek information for personal learning in a variety of formats and genres.

16. Model #2:
SWBAT evaluate the features of various media formats by comparing and contrasting text and graphic novel versions of the same work in order to choose the best format for their own learning and explain their choice.
Student activity
How students will learn the skill, what they will do

17. Model #2:
SWBAT evaluate the features of various media formats by comparing and contrasting text and graphic novel versions of the same work in order to choose the best format for their own learning and explain their choice.
Criteria: Measurable?
Evidence of learning that can be measured to determine success

18. Model #2:
SWBAT evaluate the features of various media formats by comparing and contrasting text and graphic novel versions of the same work in order to choose the best format for their own learning and explain their choice.
Criteria: Rigorous?
Higher cognitive levels – evaluating, comparing/contrasting, choosing/explaining
Objective may require “unpacking” when introduced at beginning of lesson to review/clarify terms e.g. “media” and media “formats”

19. Your turn! Use the Evaluating Lesson Objectives worksheet to:
Analyze and evaluate revised Lesson Objectives from the January 2017 PSD against our criteria
Try re-writing selected Objectives using criteria and the Lesson Objective Frame