1. TRUMBULL COUNTY EDUCATIONAL SERVICE CENTER L EADING FOR E DUCATIONAL E XCELLENCE

2. SESSION GOAL After completing this session, teachers will be able to establish challenging and measurable classroom goals.

3. O HIO T EACHER E VALUATION S YSTEM E VIDENCE : D URING INSTRUCTION THE TEACHER …   establishes challenging and measurable learning goals   uses purposeful formative assessments   uses flexible grouping based on student needs   uses a variety of strategies and materials   adjusts pacing   makes learning accessible and challenging for all students   promotes independent learning and mastery 3

4. INTERNALIZING LEARNING GOALS   On your Learning Log, paraphrase and personalize today’s goal.   Turn and Talk

5. S UPPORTING L EARNING G OALS   Activities/Assignments   Activities   Guided learning activity experiences that take place in a classroom setting.   Assignments   Learning experience to be completed independently in class or as a homework opportunity to extend classroom learning.

6. L EARNING G OALS   The learning goal is what students should know, understand, or be able to do as a result of completing the learning activity or assignment.   Goals may not be perfect, however, they are valuable and measurable.

7. S UPPORTING L EARNING G OALS Research and theory about setting learning objectives. Is the goal….   Too specific? (restricts/limits)   Too general? (too broad)   Appropriately specific? (opportunities for differentiation) Examine the specificity of learning goals.specificity

8. L EARNING G OALS & A CTIVITIES AND / OR A SSIGNMENTS Assignment: Handout page 5 SubjectLearning GoalActivities/Assignments ScienceStudents will be able to identify similarities and differences between various planets in the solar system. *Students will watch the video on the characteristics of the planets, moons and sun. *Take notes and list the characteristics of the planets. *Read pp 24-32 and complete the graphic organizer.

9.   Goal 1: After this lesson, the students will be able to create a line graph to represent data. This statement is procedural.   Goal 2: By completing the classroom activities, students will be able to describe the events that led to the Cold War. This statement is declarative. Learning Goal Formats

10. Goal 1: After this lesson, the students will be able to create a line graph to represent data. This statement is procedural. There is a certain amount of declarative information required, but the emphasis is on the creation of a line graph that accurately reflects a set of data. “The student will be able to do… ie. strategies, skills or processes.” Procedural Format Goals

11.   Goal 2: By completing the classroom activities, students will be able to describe the events that led to the Cold War. This statement is declarative. A certain amount of procedural knowledge is required in that students must describe what they know, but the emphasis is clearly on knowledge of the Cold War and not on speaking or describing. “The student will understand… knowledge or information.” Declarative Format Goals

12.   Procedural Stem   Students will be able to __________.   Declarative Stem   Students will understand ____________.   Both:   Students will understand ___ and be able to ___. Example: Students will understand the dynamics involved in stretching the hamstring muscle and be able to demonstrate the proper form. Learning Goal Stems

13. 13 Learning Goals: Stems and Samples Step 1: Create a stem. Examples: After completing the lesson, the student will be able to… After this unit, the student will have… By completing the activities, the student will… At the conclusion of the course/unit/study the student will… Step 2: After you create the stem, add a verb. Examples: Analyze, recognize, compare, provide, list, etc. Step 3: Once you have a stem and a verb, determine the actual product, process or outcome: Example: After completing these lessons, the student will be able to recognize foreshadowing in various works of literature.

14.   Design rubrics/scales to support your goal(s):   Make sure that your scales are “user-friendly” and clearly define what a student must do to achieve mastery.   Student self-assessment   Tracking progress by students fosters deeper student engagement and acceptance of responsibility for their own learning. Learning Goals: Measurable