1. L EARNING O BJECTIVE

2. L EARNING O BJECTIVE -W HY ? Focuses on concepts and skills Gives students a focus as they take notes and learn the concepts from the class Tells student exactly what they should be able to answer by the end of the lesson Ensures students are on grade-level Ties directly to the standard

3. “A learning objective is a statement that describes what students will be able to do successfully and independently at the end of the specific lesson as a result of your classroom instruction.” Skill+ Concept + Context

4. S KILL : Learning Objectives begin with a measureable behavior (verb). The learning objective skill comes directly from the content standard. Two Types of Knowledge: Declarative : Describe, Compare, Explain Procedural : Identify, Analyze, Evaluate, Calculate, Divide, Solve, Build, Convert. Change Learn or Know into declarative or procedural objective.

5. C ONCEPT The concept is the main idea of the content standard. It usually is a noun.

6. C ONTEXT Context is the material or text students use to demonstrate mastery. Depending on the content standard, a particular context of the standard may be necessary. (Not all standards contain a context.)

7. 4 S TEPS Step 1: Select a Content Standard Step 2: Identify All of the concepts and skills included in the standard Step 3: Deconstruct the standard into learning objectives. Step 4: Select independent practice material

8. S TEP 1: C HOOSE A S TANDARD CTE 3.0 Career Planning & Mgmt. 3.6 Know important strategies for self- promotion in the hiring process, such as job applications, resume writing, interviewing skills, and preparation of a portfolio

9. CTE 3.0 C AREER P LANNING & M GMT. 3.6 K NOW IMPORTANT STRATEGIES FOR SELF - PROMOTION IN THE HIRING PROCESS, SUCH AS JOB APPLICATIONS, RESUME WRITING, INTERVIEWING SKILLS, AND PREPARATION OF A PORTFOLIO Step 2: From the content standard identify: Skill(s): (Identify measurable behavior, verb, “What do I want students to do ?) Know (not specific) Explain and Complete

10. CTE 3.0 C AREER P LANNING & M GMT. 3.6 K NOW IMPORTANT STRATEGIES FOR SELF - PROMOTION IN THE HIRING PROCESS, SUCH AS JOB APPLICATIONS, RESUME WRITING, INTERVIEWING SKILLS, AND PREPARATION OF A PORTFOLIO Step 2: From the content standard identify: Concept(s): (Identify main idea, noun, “With what?”) Strategies for self-promotion in the hiring process.

11. CTE 3.0 C AREER P LANNING & M GMT. 3.6 K NOW IMPORTANT STRATEGIES FOR SELF - PROMOTION IN THE HIRING PROCESS, SUCH AS JOB APPLICATIONS, RESUME WRITING, INTERVIEWING SKILLS, AND PREPARATION OF A PORTFOLIO Step 2: From the content standard identify: Context(s): (Identify condition, if present, method to be used) Job applications, resume writing, interviewing skills, preparation of portfolio.

12. CTE 3.0 C AREER P LANNING & M GMT. 3.6 K NOW IMPORTANT STRATEGIES FOR SELF - PROMOTION IN THE HIRING PROCESS, SUCH AS JOB APPLICATIONS, RESUME WRITING, INTERVIEWING SKILLS, AND PREPARATION OF A PORTFOLIO Step 3: Deconstruct the content standard Explain the steps of self-promotion in the hiring process. Explain the steps of the job application process. Explain the steps of the resume writing process. Explain the steps of the interviewing process. Explain the steps of preparing a portfolio. Complete the steps for self-promotion in the hiring process. Complete the steps of the job application process. Complete the steps of the resume writing process. Complete the steps of the interviewing process. Complete the steps in the preparation of a portfolio.

13. A N OTE ON T IME It may take more than one day to accomplish the tasks of the standard, especially the ones that are “tightly packed” with concepts. We MUST break them down into manageable pieces and focus on the foundations before we can move on.

14. S TEP 4: I DENTIFY INDEPENDENT PRACTICE TO MATCH LEARNING OBJECTIVE Select an assignment from the text or create your own to match what will be taught.

15. S TEP 4: I NDEPENDENT P RACTICE F OCUS What kind of work can we have students work on independently that will focus them on the standard?

16. T EACHING THE L EARNING O BJECTIVE “During a lesson, you always teach the Learning Objective to your students.” p. 69 Tell them! “When you teach a Learning Objective and then have your students interact with it, you displace whatever the students were thinking about before the lesson started with the words and phrases of the new Objective.” p. 71

17. T EACHING THE L EARNING O BJECTIVE Teaching the learning objective is a brief student-student, teacher-student exchange to help students describe what they are going to learn, not checking their knowledge of the content.

18. J OHN H OLLINGSWORTH -D ATA W ORKS http://www.dataworks-ed.com/media/index.php?gallery=EDI_video