1. Some Intro questions… Introductions – name, subject(s) taught, and… What science vocabulary term explains you and why…and..Think-pair-share How will you use research-based instructional strategies to increase the learning in your classroom?

2. that Classroom Instruction

3. Essential Questions: What strategies are effective for increasing student achievement? How can teachers use setting objectives, writing essential questions, and providing feedback in a PLE or Unit Plan? Learning Goals: Participants will Gain an understanding of instructional strategies that research indicates can have a significant influence on student achievement (specifically setting objectives and writing essential questions, and providing feedback) Become skilled at: how to effectively set Unit or PLE objectives (learning goals), personal learning goals, essential questions, and providing feedback Essential Questions: What strategies are effective for increasing student achievement? How can teachers use setting objectives, writing essential questions, and providing feedback in a PLE or Unit Plan? Learning Goals: Participants will Gain an understanding of instructional strategies that research indicates can have a significant influence on student achievement (specifically setting objectives and writing essential questions, and providing feedback) Become skilled at: how to effectively set Unit or PLE objectives (learning goals), personal learning goals, essential questions, and providing feedback I will embed these skills into my staff development in addition to literacy strategies!!

4. What Works in Schools- Robert Marzano 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design School Teacher Student 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation

5. Factors Influencing Achievement we as teachers can control 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design Teacher

6. Identifying similarities and differences (B-day) Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations (C-day) Cooperative learning Setting objectives and providing feedback (A-day) Generating and testing hypotheses Cues, questions, and advance organizers

7. Reflection Complete page 176 (reflection) honestly

8. Setting Objectives and Providing Feedback First Turn, Last Turn – Literacy Strategy

9. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

10. The objective is…. I need to learn….. I have to complete this by……

11. Today Read Chapter 2 in.. Finish cell assignment… Work on cell analogy project.. 3 Activities/Assignments

12. As a result of what we do today, you will be able to demonstrate that you: Understand how the cell organelles work together to keep the cell alive. Are skilled at making comparisons of organelles to non-science examples. Learning Goals

13. Take notes on density Understand how the earth rotates and revolves. Make a travel brochure for the human body. Make a simple machine. Understand the relationship between cells and plants and humans Write a report on science in the news. Design a menu that includes a balance of foods from the food pyramid. Know organelles and their functions Activities/Assignments or Learning Goals?????

14. Essential Q’s What is an essential question? How do you effectively create and use essential questions? Question or Objective…that is the question??? Link to Document.Link to Document

15. Personal Learning Goal I think of them like SMART goals You may need to scaffold it for them Make it challenging but flexible Small successes within a class period can lead to HUGE successes later  momentum building Look at page 177 and next slide

16. Learning Goals:Feedback 1._____________________________ _______________________________ ____ 1 2 3 4 (see rubric) 2._____________________________ _______________________________ ____ 1 2 3 4 (see rubric) 3._____________________________ _______________________________ ____ 1 2 3 4 (see rubric) 4._____________________________ _______________________________ ____ 1 2 3 4 (see rubric) Name__________________ Date___________________ Assignment____________________________________ Our learning goal is to understand how cell organelles work together: My personal learning goal is to describe how 3 organelles work together Our learning goal is to become skilled at making comparisons of organelles to non-science examples. My personal learning goal is to make 4 comparisons of organelles to non-science examples.

17. Can be done for units, individual PLE’s or both! Take some time to take a PLE or Unit and look at your objectives and learning goals and make some modifications: Step 1: Complete NEW Figure 13.6 for a PLE or Unit of your choice Step 2: Pair-Share

18. Lunch…YUMMY

19. Now that we set Objectives and Essential Questions...what’s next? Look at questions 6 and 7 on Figure 13.6 Reflect on page 186 What did you say? WHY?

20. Tossed Terms Literacy Strategy Read pages 185-192 Get a partner Cut the cube and tape together Toss the cube and talk about/explain the term or phrase that comes up on the top. Complete all the phrases, by taking turns

21. Setting Objectives and Providing Feedback 1.Feedback should be “corrective” in nature. 2.Feedback should be timely. 3.Feedback should be specific to a criterion. 4.Students can effectively provide their own feedback. Generalizations from research on Providing Feedback

22. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

23. John Hattie—reviewed 7,827 studies on learning and instruction. …reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

24. How do you provide feedback in a way that students: Know what they are learning and how well the are progressing? Can explain what they need to do to get better?

25. Scoring Guides that explain levels of performance Potentially, they focus students on “the learning” Use in conjunction with checklists, when appropriate What are they?

26. Feedback should be specific to a criterion. What is the focus of the criteria? If criteria focus on the appearance of the product, the student will be more likely to attend to the appearance. If criteria focus on the level of learning, the student will be more likely to attend to the level of learning.

27. Rubrics Rubistar Teach-nology Rubrics 4 teachers

28. Peer Assessment/Review Review process using a checklist. Constructive comments, or rubric (experimental design) or project work

29. Self-Assessment Student can complete the rubric with an “explanation column” before the teacher uses the assessment rubric. The teacher assesses the student using the same rubric (however, it is not the one the student wrote on) How you use the data from the student and teacher is subject to differentiation

30. Your time to construct meaning: Take the PLE/Unit from the AM Generate possibilities of feedback and align appropriate rubrics/checklists/assessments Use the links to rubric sites, etc. Complete self-assessment through survey gizmo

31. From the images below, choose two which reflect how you are feeling about our work today. Explain why to your partner. 2 1 34 5 6 78 10 9 11