1. Learning Goals in the classroom

2. Structure of Learning Goals
Every unit has a set of learning goals
Consist of:
Learning Goals
Key Questions
Expected that students make a daily set of study notes based on LG
Due on the day of the test

3. Learning Goals Knowledge based expectations
Reference curriculum and address specific expectations
Roughly follows structure of lessons
Take your powerpoints and identify key pieces of knowledge and turn into a general statement
I am able to:
Distance, Displacement, Speed and Velocity in 1-D and 2-D
A) Define terms distance, displacement, speed and velocity.
B) Differentiate between the terms average and instantaneous as it pertains to velocity.

4. Exemplar
I am able to:
State the importance of, and events taking place during, each phase of mitosis

5. Use graphics organizers to assist note taking
Exemplar

6. Key Questions Performance Pieces Expectations
Thinking and Inquiry based – Mathematical analyses
What do I expect them to be able to do with the knowledge?
Expectations
Outline solution strategy based on an example question
Key Questions:
Analyze a system of accelerating objects with each object connected by a rope in a horizontal or vertical plane with respect to Newton’s laws
Analyze a system of objects interconnected by a pulley; with one object on an angled plane and with both objects hanging with respect to Newton’s laws

7. Exemplar
I am able to:
Analyze a system of objects interconnected by a pulley; with one object on an angled plane and with both objects hanging with respect to Newton’s laws

8. Assessment of Learning Goals
Knowledge and Understanding
Pick 4 learning goals – Determine if what they note is an appropriate summary of the LG
Thinking and Inquiry
Is the solution strategy adequate to solve a general type of question?
Communication
Is it structured for ease of reading?
Use of indents, sub titles, bullets, space
How effectively do they summarize the information?
Unecessary words, point form vs paragraphs, identification of key information

9. Evaluation associated with learning goals
“The test is on the learning goals but not all the learning goals are on the test”
- D. Simnett