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Learning Goals, Scales and Learning Activities

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Office of Academics and Transformation Learning Goals, Scales and Learning Activities Millard Lightburn, Ph.D. Science Supervisor Mary Tweedy and Keisha Kidd, CSS – PowerPoint PPT presentation

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Title: Learning Goals, Scales and Learning Activities


1
Office of Academics and Transformation
  • Learning Goals, Scales and Learning Activities

Millard Lightburn, Ph.D. Science Supervisor Mary
Tweedy and Keisha Kidd, CSS
Department of Mathematics and Science
2
Learning Goals, Scales, and Learning Activities
  • Florida Educators are tasked with guiding our
    students towards mastery of the New Florida
    Standards and Next Generation Sunshine State
    Standards.
  • To accomplish this task, it involves establishing
    and communicating learning goals that will enable
    student learning growth.

3
Learning Goals and Progression Scales
  • Contemporary researchers state
  • Knowledgeable teachers know what concepts are
    central to a discipline.
  • No curriculum can replace the knowledge and
    expertise of a teacher.
  • Learning goals with scales are one of the
    instructional planning processes that enable
    teachers to focus on instruction that is most
    important.

4
WHAT ARE LEARNING GOALS?
  • Learning Goals are statements that communicate to
    teachers and students what students will
    understand and be able to do at the conclusion of
    instruction.
  • They encompass two broad categories of knowledge
    Declarative and Procedural.

5
Categories of Knowledge in Learning Goals
  • Declarative Knowledge is student recall of
    information about facts, generalization or
    principles e.g. Student will understand..
  • Procedural Knowledge involves skills, strategies
    or processes. e.g. Student will be able to
  • Complex learning goals may involve both e.g.
    The student will understand x and be able to do
    y.

6
Research on Learning Goal
  • Robert Marzano, John Hattie et al reveal that
    goal-setting and monitoring of progress on goals
    have the potential to increase student
    performance. In Marzanos meta-analyses he found
    that a student who receives instruction with
    clear learning goals will likely score 16 to 41
    more points on an assessment than a student who
    does not have a learning goal.

7
Effectiveness of Learning Goals and Scales
  • For learning goals to have a positive impact on
    student performance, it must include a rubric or
    scale for learners to monitor their progress and
    celebrate their growth.
  • For learning goals to be effective, they need to
    focus on the important knowledge and skills
    needed to master the standards.

8
Learning Goals and Students
  • Learning goals must be Comprehensible to the
    student and measurable either by scale or rubric
    both for the teacher (to monitor) and the student
    (to monitor his/her understanding and progress
    towards mastery).
  • The students must be able to understand what they
    are expected to understand or able to do.

9
Learning Goals and Students
  • Standards are written for professional educators.
  • Learning goals may need to be translated into
    terms students understand.
  • Goals should be Measurable because tracking
    progress (by teacher and student) is an essential
    aspect of quality instruction.
  • Both teacher and student must be able to
    recognize when students move from one level of
    the scale to another.

10
SCALES
I think its called a scale but mom calls it a
_at__at_
11
WHAT ARE PROGRESSION SCALES?
  • Stages or progression points that move a student
    towards mastery of the goal and a set of
    formative learning activities that support the
    learning goal.
  • Scales provide a clear progression of what a
    student should understand or be able to do.
  • The progress points built into the scale should
    be appropriately sequenced in ascending levels of
    difficulty.

12
IMPORTANCE OF SCALES
  • Scales are formative in nature because they help
    guide students towards mastery.
  • Marzano states that the use of clear learning
    goals is identified as a high-effect size
    instructional strategy.
  • When used appropriately, scales in conjunction
    with formative assessments have the potential to
    greatly improve student performance on summative
    measures (e.g. FCAT, EOC etc)

13
Learning Activities
  • Learning activities are purposeful exercises that
    engage the student with explicit content to
    promote mastery of the learning goal.
  • Learning goal is where the student needs to be at
    the end of a unit and learning activities are the
    vehicles and paths the student uses to get there.
  • Learning activities should be planned in a way
    that students are engaged at a level of
    cognitive demand consistent with the learning
    goal.

14
Developing Learning Goals
  • At MDCPS we decided to use the achievement level
    descriptors and the item specifications to guide
    the development of the learning goals with
    appropriate scale progression.
  • We will develop learning goals for all annually
    assessed benchmarks from grades 3-5.
  • A sample Grade 5 Science Learning Goal is shown
    on the next slide.

15
Sample Learning Goals for Grade 5 Science
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as systematic observations experiments requiring the identification of variables collecting and organizing data interpreting data in charts, tables, and graphics analyze information make predictions and defend conclusions. (Also assesses SC.5.N.1.2, and SC.5.N.1.4.) (Level 3 Strategic Thinking Complex Reasoning) SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as systematic observations experiments requiring the identification of variables collecting and organizing data interpreting data in charts, tables, and graphics analyze information make predictions and defend conclusions. (Also assesses SC.5.N.1.2, and SC.5.N.1.4.) (Level 3 Strategic Thinking Complex Reasoning) SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as systematic observations experiments requiring the identification of variables collecting and organizing data interpreting data in charts, tables, and graphics analyze information make predictions and defend conclusions. (Also assesses SC.5.N.1.2, and SC.5.N.1.4.) (Level 3 Strategic Thinking Complex Reasoning)
Scale Learning Goals Assignments/Activities
Score/ Step 5.0 I am able to independently   research appropriate reference materials to support scientific understanding design and carry out scientific investigations of various types defend conclusions with evidence meet goals from steps 3 and 4 Design and conduct an investigation/experiment, analyzing its data, reporting results and defending its conclusion with evidence from the data and research.   (use science website or other sources for activities)
Score/ Step 4.0 I am able to design a problem use appropriate reference materials to support scientific understanding analyze information plan and carry out scientific investigations of various types defend conclusions with evidence Meet goals from step 3 Design and carry out an investigation to solve a testable question.   Display findings with data, a conclusion with supporting evidence from the data and reference materials.   (use science website or other sources for activities)
Score/ Step 3.0 Target (Learning Goal) I am able to develop a problem statement make predictions/hypothesize plan and carry out scientific investigations identify variables and control group (if applicable) collect, organize and interpret data defend conclusions with evidence Develop a testable question, hypothesize and plan and carry out the experiment. Draw a conclusion using evidence from the investigation data.   (use science website or other sources for activities)
Score/ Step 2.0   I am able to when given a problem statement and experiment make a hypothesis carry out the experiment collect and record data draw a conclusion Make a hypothesis from a given testable question. Follow procedures to carry out the experiment then draw a conclusion.
16
References
  • The information contained in this PowerPoint was
    taken from the summary of the Florida Leaders
    online course Learning Goals with Scale-an
    introduction to a high effect size instructional
    strategy that support standard based.
    (https//www.floridaschoolleaders.org/resources/in
    dex.aspx)
  • Classroom Instruction that works Research based
    strategies for increasing student achievement
    (2001) by Robert Marzano, Debra Pickering, Debra
    and Jane Pollock.
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