1. 1 Mesa Public Schools 2010

2. 2 Writing an Effective Learning Objective: The instructional road to focus learning Ensuring learning occurs in every lesson for every student Mesa Public Schools 2010

3. What’s the big picture for upcoming district professional development?

4. LESSON ALIGNMENT PLANNING Task Analysis E.E.I. INSTRUCTION Assessment Learning Objective

5. Learning Objective: Topic: learning objectives Level of Thinking: apply Do: write 3 part learning objectives that align with performance objectives

6. 3 Parts of a Learning Objective: topic – focus of lesson level of thinking – depth of thinking do - proof of learning

7. Learning Objective: Topic/Content/Skill

8. From P.O. to Topic Math Performance Objective 4: Compare and order decimals to the hundredths MODEL Topic? decimals Look at the noun(s)

9. From P.O. to Topic Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic. PRACTICE ideas and/or detailsTopic?

10. From P.O. to Topic Reading: Performance Objective 7: Identify the initial and final sounds (not the letter) of a spoken word. PRACTICE initial sounds, final sounds Topic?

11. Identify the topic (s) in one of your content POs Think Pair Share √ ↑

12. Learning Objective: Level of Thinking

13. Common Cognitive Levels of Instruction: Bloom’s Cognitive Domains Old Model New Model Analyzing

14. Levels of Thinking (Bloom) Create Evaluate Analyze Apply Understand Remember No info transfer Allows for transfer of info

15. Remember Description: recall specific ideas and info Examples: Recite a Haiku poem. List the characteristics of a mammal

16. Understand Description: comprehend ideas, meanings & info Examples: Paraphrase a Haiku poem. Explain the characteristics of a mammal.

17. Apply Description: use information, ideas and principles in new situations Examples: Dramatize a Haiku poem. Use the characteristics of mammals to determine if a new “creature” is a mammal or non-mammal

18. Analyze Description: break down info into its parts Examples: Infer the meaning of a Haiku poem. Compare and contrast characteristics of mammals and reptiles

19. Evaluate Description: judge the value or ideas, purposes and methods Examples: Critique a Haiku poem based on criteria. Support their reasoning for identifying an organism as a mammal.

20. Create Description: put together parts to make a whole and do something new with the information Examples: Compose a Haiku poem. Create a new mammal.

21. Changing the Level of Thinking Create Evaluate Analyze Apply Understand Remember Compose… Critique…based on criteria Infer the meaning of… Dramatize… Paraphrase… Recite… TOPIC: HAIKU POEM

22. New Cognitive Levels (Bloom) Levels of thinking What brain does with info Create Invent Evaluate Judge Analyze Break down Apply Use Understand Connect Remember Store

23. Identify the thinking levels on the handout Think Pair Share √ ↑

24. From P.O. to Level of Thinking Math: Performance Objective 1: Compare and order decimals to the hundredths. MODEL Level of Thinking:Compare = ?Order = ? *Look at the verb(s)

25. 2 Part L.O. for Math Topic: decimals Level of Thinking: analyze

26. Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic. PRACTICE Level of Thinking: Use = APPLY From P.O. to Level of Thinking Writing: Performance Objective 1: Use clear, focused ideas and details to support the topic. HINT: What does the brain do with this content?

27. 2 Part L.O. for Writing Topic: ideas Level of Thinking: apply Topic: details Level of Thinking: apply

28. From P.O. to Level of Thinking Reading Performance Objective 7: Identify the initial and final sounds (not the letter) of a spoken word. PRACTICE Level of Thinking:Identify = ?

29. 2 Part L.O. for Reading Topic: initial sounds Level of Thinking: remember Topic: final sounds Level of Thinking: remember

30. Identify the level of thinking in your content PO Think Pair Share √ ↑

31. Learning Objective: Do/Assessment/Proof of Learning

32. Lesson Alignment Within Learning Objectives State standard or foundational knowledge Topic (noun) Level of Thinking (verb) Do (noun + verb)

33. Possible Assessment Formats u whiteboards u clickers (do not only use for lower level thinking) u index cards (choices on cards) u hand signals (use variety of signals connected to content) u visual card (student touches correct answer on card or “I don’t know” section on card) u ticket-out-the-door (serves as closure and assessment) u walk around and listen for responses (oral or written)

34. Topic: decimals Level of Thinking: analyze Do: u place decimals on a number line in order OR u identify the smallest decimal Math P.O 1: Compare and order decimals to hundredths. MODEL

35. Writing: P.O.1: Use clear, focused ideas and details to support the topic. Topic: details Level of Thinking : apply Do: u Write 3 details to support a topic PRACTICE

36. Topic: initial sounds Level of Thinking: remember PRACTICE Do: u State the initial sound of 3 spoken words. Reading: P.O. 7: Identify the initial and final sounds (not the letter) of a spoken word.

37. Identify a possible assessment for your content PO Think Pair Share √ ↑

38. Learning Objective: Topic: learning objectives Level of Thinking: apply Do: write 3 part learning objectives that align with performance objectives

39. Now what? At your school site: u start small u discuss what parts of the learning objective to begin to post u consider how implementation will be monitored? This will be a work in progress!

40. How will you help your students to focus and facilitate their learning? grab onto your learning objectives

41. 41 Session 3… How to Effectively Implement Learning Objectives The Final Session