1. January 29, 2008

2. Today’s Goals/Objectives  Identify clear learning goals and instructional procedures  Explain and interpret your comprehension of the topic in your paper during 2 nd period  After analyzing you will be able to construct a lesson and choose which goal(s) and instruction methods are most appropriate in a future lesson

3. Domain Summary Review Past  Domain A: All about PLANNING  Domain B: Creating an ENVIRONMENT Present  Domain C: The actual TEACHING Future  Domain D: Reflecting and Professionalism  After reflecting you go back and change your planning and the cycle starts all over!

4. Definitions  Learning Goals: the general aim of the lesson – the broad outcomes that are expected  Instructional Procedures: how you, as a student, are expected to participate in activities (lecture, discussion, game, cooperative groups, etc…)

5. What do they have to do with each other?  Students will learn best if they know WHY they are learning something.  If you can connect it to something important to them or explain how it will be important in the future, they will be more engaged.  You need to choose an instructional procedure that works best for your class at any given time.  Basically: Ask yourself, “What do I want my class to do/learn and why?” Then ask, “What is the best way for them to get this information?”

6. Activity:  Abby, Cheryl, and Kathleen: Draw a line in the word document  Kerry, Liz, and Bridget: Draw a line that is a different color than the other three  Britny, Jessenia, and Kara: Draw a green line that is 48 pt. font

7. Explanation  If you did a lesson like this in class: You can choose NOT to give the objective first and tie it back in.  Can anyone figure out the point of this activity? (If you did this with your class it leads to self-discovery and sometimes a better understanding)  The point is: You need to appropriately set your goals because what you expect from the student is what you are going to get. If it doesn’t work, change it up next time!

8. An Effective Assignment has:  STRUCTURE Consistency Students recognize format (or it is taught by the teacher) Posted daily and located in one place (reminder)  PRECISION Directions are clear Simply described Students know what is expected

9. A REALLY Good Assignment:  States what a student is to have accomplished or achieved by the END of the assignment  You tell the students what you want, then give them procedures to help them do so EXAMPLE: Your portfolio is the END product. The weekly assignments are the procedures to help you get there.

10. Communication:  Just because you have planned GREAT learning goals and procedures, how can you communicate it with the students? Give them a rubric or clearly post the goals daily using words like the ones on the handout. The VERBS make it easier to recognize if the student has accomplished it. Either before, after, or both explain why you did what you did and tie it back into what they needed to learn.

11. Organization of the paper:  Introduction  Describe how to clearly and accurately communicate learning goals to students  Describe how to accurately communicate instructional procedures to students  Conclusion  Make sure you use personal examples!

12. Artifact ideas:  Written assignments with clear goals and instructions  Pictures (with explanations of you explaining the goals.  Combine the two and use both!

13. Recap:  What were our goals?  What did we do (our instructional procedures) today to accomplish the goals?  How can you use this in your current placements and in your future classrooms?  Any questions for clarification?

14. NEXT WEEK:  Have C1 paper complete  Bring any supplies you need to work on OFEA Competition Entries

15. RIGHT NOW:  Think of an assignment you could use for your artifact idea  Start writing an outline/rough draft before going up to the computer lab