2. Are We Aiming for the Right Target?

3. What are we aiming to do today? Objective- participants will be able to: Use indicators and student-friendly measurable objectives to design lessons that accelerate academic achievement.

4. Show What You Know! Math, 5 th Grade Pacing Guide, 1 st Benchmark: Number, Number Sense, and Operations Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals. What objective, or series of objectives, would you use to teach this? (This is a diagnostic check for the presenter. Please work alone.)

5. Did you see? Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals: Use physical modelsUse physical models –to add commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals –to subtract commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals Use points of referenceUse points of reference –to add commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals –to subtract commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals Use equivalent formsUse equivalent forms –to add commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals –to subtract commonly used fractions with like denominatorscommonly used fractions with like denominators commonly used fractions with unlike denominatorscommonly used fractions with unlike denominators decimalsdecimals

6. Who and what determines what and when something is taught? Why?

7. Solve: ¾ 3 1. Work alone. 2. Use two different methods. 3. Turn to a partner and explain and justify your work.

8. How did you solve it? Did you solve this first with a picture or algorithmically? In other words, did you multiply the reciprocal and then try to create a model? Did you have another strategy? If you had a model, is it based on a real world example? Do you know WHY we invert and multiply? Did you know a 5 year old can do this problem?.......

9. Did you think of this? ¾ 3 ¾ (3 quarters) Divided by (shared by) 3 (3 people) = one quarter (1/4) each!

10. Another real-world connection: If three teenagers arrive to find ¾ of a pizza remaining, what fraction of the whole pizza will they each get to eat?If three teenagers arrive to find ¾ of a pizza remaining, what fraction of the whole pizza will they each get to eat?

11. What if we were taught according to the standards? (Students) Represent multiplication and division situations involving fractions and decimals with models and visual representations; –e.g., show with pattern blocks what it means to take 2 ⅔ ÷ 1/6 Can you see it? This is much more complicated than ¾ divided by 3, and yet you may be able to easily see it here…. How easy would the first fraction problem have been if we had been taught literally to the indicator and had to demonstrate mastery of Representing / Modeling Division of fractions?This is much more complicated than ¾ divided by 3, and yet you may be able to easily see it here…. How easy would the first fraction problem have been if we had been taught literally to the indicator and had to demonstrate mastery of Representing / Modeling Division of fractions?

12. STANDARDS Without relying on the chosen and specific verbs of an indicator, we may fall into the trap of teaching the right content but in an incorrect or inefficient way…. –i.e. we see many 6 th grade lessons on multiplication and division of fractions using just the algorithm (that most of us can’t explain), instead of teaching in the prescribed, and necessary way, to build conceptual knowledge. Very good, dedicated, talented, knowledgeable, hard-working, well meaning teachers, are running on a treadmill instead of cross- country…they still can burn the same amount of calories, but they really aren’t going anywhere!Very good, dedicated, talented, knowledgeable, hard-working, well meaning teachers, are running on a treadmill instead of cross- country…they still can burn the same amount of calories, but they really aren’t going anywhere!

13. Applying Bloom’s* Knowledge – List the items used by Goldilocks while she was in the Bears’ house.Knowledge – List the items used by Goldilocks while she was in the Bears’ house. Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best.Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best. Application – Put 3 containers in order that they were in the story from biggest to smallest.Application – Put 3 containers in order that they were in the story from biggest to smallest. Analysis – Compare this story to reality. What events could not really happen.Analysis – Compare this story to reality. What events could not really happen. Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish.Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish. Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion.Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion. Using the story Goldilocks and the Three Bears

14. Writing Classroom Objectives Good objectives have 4 characteristics:Good objectives have 4 characteristics: 1. Aligned to standards.1. Aligned to standards. 2. State an outcome, not just an activity.2. State an outcome, not just an activity. 3. Measurable3. Measurable ( Not meaning 80% in 3 days kind, but meaning something that is evidential such as students explain, write, create, describe, etc. vs. learn, know, visualize.) 4. Clear (student friendly- the student can determine if they were successful or not).4. Clear (student friendly- the student can determine if they were successful or not).

15. 1. Alignment to standards. If the standard says “model” are you using models (if model is used as a noun)? Do you assess their ability to model (if used in indicator as a verb)?If the standard says “model” are you using models (if model is used as a noun)? Do you assess their ability to model (if used in indicator as a verb)? How do you ensure and monitor students are learning to the necessary rigor level to be proficient on the OAA? – i.e. plan w/ end in mind. The “assessment” must involve a model if indicator says students can model.How do you ensure and monitor students are learning to the necessary rigor level to be proficient on the OAA? – i.e. plan w/ end in mind. The “assessment” must involve a model if indicator says students can model. Can the assessment be done through a Kagan Strategy? (Think – Pair- Share)Can the assessment be done through a Kagan Strategy? (Think – Pair- Share)

16. Curriculum is the standards/indicators, the Assessment is how we measure mastery of the standard, the Instruction is the vehicle to go from what should be taught to how to determine if it was taught.Curriculum is the standards/indicators, the Assessment is how we measure mastery of the standard, the Instruction is the vehicle to go from what should be taught to how to determine if it was taught. –I.e. CIA must be in alignment if we want students to master content AND perform well on assessments and subsequent content.

17. 2. State an outcome, not just an activity. (A) The student will take the test first thing on Monday.(A) The student will take the test first thing on Monday.OR (B) The student will be able to name the continents and locate them on a map.(B) The student will be able to name the continents and locate them on a map. (Are both good examples? Or just one of them? Which one? Why?- turn to shoulder partner and discuss.)

18. 3. Measurable. (Identify the measurable objective(s). (a)The student will know the B-flat scale.(a)The student will know the B-flat scale. (b)The student will understand how to write a friendly letter.(b)The student will understand how to write a friendly letter. (aa)The student will demonstrate the correct fingering for the B-flat scale. (measurable by observation)(aa)The student will demonstrate the correct fingering for the B-flat scale. (measurable by observation) (bb)The student will write a friendly letter using correct punctuation, spacing and indentations. (measurable by analysis of work)(bb)The student will write a friendly letter using correct punctuation, spacing and indentations. (measurable by analysis of work) I HAVE ADDED STUFF TO TITLE SO THAT IF SOMEONE READS W/OUT NOTES THEY DON’T ASSUME THESE ARE ALL EQUALLY GOOD.I HAVE ADDED STUFF TO TITLE SO THAT IF SOMEONE READS W/OUT NOTES THEY DON’T ASSUME THESE ARE ALL EQUALLY GOOD.

19. 4. Clear (student friendly). (A) The student will compare three Native American tribes.(A) The student will compare three Native American tribes.OR (B) The student will be able to compare and contrast the food, clothing and shelter of three Native American tribes.(B) The student will be able to compare and contrast the food, clothing and shelter of three Native American tribes.

20. What do you think? Posted: Students will explore at least three different strategies for multiplication of integers. Please THINK to yourself first whether this objective IS or IS NOT student-friendly and measurable. If not, what would you change to make it student-friendly and measurable?Please THINK to yourself first whether this objective IS or IS NOT student-friendly and measurable. If not, what would you change to make it student-friendly and measurable? Discuss with shoulder buddy and try to reach consensus.Discuss with shoulder buddy and try to reach consensus.

21. PRACTICE If this were easy, everyone would have already been doing this! Text books have not even done this! Textbooks, software, model lessons, NCTM lesson plans, etc. are all just TOOLS to help you accomplish the end in mind. What is the point of the indicator? How will it look when my students have mastered it? (That is the student-friendly measurable objective AND assessment!) What tools and resources do I need to use to get there? (Model lessons, books, software, etc. Let’s practice….

22. Show What You Know! 3 rd Grade Data Analysis and Probability ______2.Draw and interpret picture graphs in which a symbol or picture represents more than one object. As a table, decide the objective(s) that would be necessary to measure mastery of this indicator.

23. A possible model for a classroom bulletin board: Mathematics This week’s Indicator(s) (FULL Literal quoted):This week’s Indicator(s) (FULL Literal quoted): –Student friendly measurable objective UNIT VOCABULARY: Algebraic Expressions, Equations, Formulas etc. Today We Are doing: Science This week’s Indicator(s) (FULL Literal quoted):This week’s Indicator(s) (FULL Literal quoted): –Student friendly measurable objective UNIT VOCABULARY: Force, motion, gravity, etc.

24. Next Steps Round Robin…. What will you do with this information?