1. Aligning Aims, Objectives and Assessment Presented by Enita Barrett

2. Mini Lesson https://www.youtube.com/watch?v=6Tv6g Qgj0VQ https://www.youtube.com/watch?v=6Tv6g Qgj0VQ https://www.youtube.com/watch?v=Sum WtHOOvy0 https://www.youtube.com/watch?v=Sum WtHOOvy0 https://www.youtube.com/watch?v=_UR- l3QI2nE https://www.youtube.com/watch?v=_UR- l3QI2nE

3. Quiz Teacher: Sing the row your boat song, just the way I taught you.

4. Formative Assessment Results Formative Assessment Results Why is it that only 50% of the students got the correct answer?

5. Never wander into your class aimlessly (Barrett, 2015)

6. My Presentation today Aim-. Objectives: - Activities

7. Aims and Objective one starting point for effective teaching. serve as a means of clarifying our intent, for student learning assist in selection of teaching strategies, design of assessment

8. Differences Aim - broad general statements of what students are expected to learn. - The aim is about what you hope to do. Objective - Are the specific steps you will take to achieve your aim.

9. Aim or Objective I just want to get home and relax all weekend long. Yep! All weekend long

10. If your aim is to have fish for dinner, which is the better objective?

11. Objectives Write objectives in observable behavioral terms if the objective has been achieved, there must be a clearly observable outcome. Competency based objectives include a measurable performance standard, and the conditions under which the objective is to be achieved

12. Objective You have to make the objectives relatively precise. Objectives have to be practical, do-able and achievable be clear about what the end point of each step/objective will be, and how it will help achieve the aim.

13. Things that can go wrong There maybe too many aims. One or two is usually enough. aims and objectives need to be concise and economically expressed. aims and objectives don’t connect – the steps that are to be taken don’t match up with the overall intention. The aims and the objectives are not differentiated, they are basically the same things but said in different words. The objectives are a set of stages. The objectives should match with the research methods – in other words they are either not do- able, or what is to be done won’t achieve the desired results.

14. Assessment assessments - a way for the student to prove they are capable of that mastery.

15. Aims and objectives must be durable and your assessment must be sturdy ASSESS MENT Aims

17. A lesson is aligned when: Aim is clear and concise. objectives express the kinds of understanding that we want from students, - the teaching context encourages students to undertake the learning activities likely to achieve those understandings, the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met.

18. References Biggs, J.B. 1996. Enhancing teaching through constructive alignment. Higher Education, 32: 1–18. [CrossRef], [Web of Science ®][CrossRef][Web of Science ®] http://teachonline.asu.edu/2012/10/alignin g-assessments-with-learning-objectives/ Align aims, objective and assessme (n.d) retrieved from http://www.cmu.edu/teaching/assessment/ho wto/basics/objectives.html

19. My Lesson Today Aim- facilitate activities that will make participants realize the importance of matching lesson aim, objective and assessment. Objectives: Participants will be able to: Demonstrate alignment of lesson aim, objective and assessment by drawing and labeling a body analogy of a lesson plan and explaining the lesson alignment to the rest of the participants. - Participate in an of aimless lesson - Discuss ways to improve mini lesson - Categorize scenarios into aims or objectives - Draw and label a body analogy of a lesson plan - Critique peer lesson plan