512+-+Agenda+-+7.26.17


 * [|Learning Goals]**
 * I can access appropriate curriculum standards for my subject area
 * I can write a lesson objective based on DAMMP criteria

9:00 - 9:45 - Welcome, Introductions, Course Overview

 * Notetaker: Joanna & Britta (YAY!)
 * Introductions - Brag on your colleague
 * Collaborative Brainstorm - What have we learned so far about teaching, learning, schools, students?
 * Course Overview - Syllabus, goals, expectations
 * Sign up for notetaking, opening & closing
 * Snacks? (YES!!!!) Murphy will organize this! (OUR STOMACHS THANK YOU!)

__//**Some Vocabulary:**//__ -**Diagnostic Assessment:** before instruction takes place, gives the teacher an initial understanding -**Formative Assessment:** end goal in mind, looking closely where students are in relation to this goal,(assessing progress) -**Summative Assessment:** post instruction, did the students master content? Achieve end goal? -**DAMMP:** Descriptive, Achievable, Memorable, Measurable, Purposeful -**SWBAT:** Students will be able to....

9:45 - 10:45 - Writing Objectives, Part 1

 * Writing an Objective
 * Tile Game


 * Reflection from Tile Game: **

- Goal should be posted (visually).

- Right amount of rules. - Learning goal should be short and succinct enough. - Do our students have the tools they need to be successful? - We must teach if we want our students to be successful. - Might not have background knowledge. - Objectives and learning goals MUST be planned. - Responsive to student needs.


 * **Learning Goals for a Lesson**
 * If we have a goal, then we also need a path.
 * Purpose:
 * Characteristics: (DAMMP)
 * Descriptive: (clearly defined)
 * Achievable: (given time)
 * Memorable: (can we remember this)
 * Measurable: (can we measure it)
 * Purposeful: (good use of time)
 * Communicating Learning Goals - []
 * **SWBAT**: student will be able to.....
 * Active and precise verb, student centered, different that "I will teach"
 * Objectives can be layered (longer term, lesson, activity, week, month, theme, etc. level)
 * Allows for logical path of learning
 * Objectives Activity: Go to the lesson plan sites below or find your own. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives [|here]. Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * SWBAT + action verb + specific content [+ format + degree]
 * I can
 * Fuzzy verbs (understand, feel, know) are not good objective goal verbs to use
 * SWBAT can be more academic with "I can" model being rewritten for clarity for students


 * Difference between describing what students will do and what students will learn
 * Which is it? //Is it a description of what they will do, or what they will learn? A learning goal is meant to specify the learning.//
 * SWBAT complete a project analyzing the root causes of the Civil War.
 * I can thoughtfully answer comprehension questions at the end of the chapter.
 * SWBAT identify the main idea in an informational text.
 * SWBAT develop strategies to solve a two-step equation.
 * I can dissect a frog.

11:05 - 11:55 - Writing Objectives, Part 2
__If you want to bring a snack for the class one day, talk to Murphy.__

Objectives
 * They are not what the class is doing in class, but what you want the students to learn.
 * Let's hope that other learning outcomes occur for students beyond your objective! Remember to let those things happen, allow your objectives to let students learn many many things.
 * It is OK to change your objective based on your knowledge of your students, just don't change it mid lesson without kids knowledge.
 * We're getting into technical writing with objectives!!! (See we're learning things that were not in the learning objectives).
 * Objectives can be cut and dry.


 * How do you know what to teach -- and therefore, what your objectives should be?
 * Curriculum Standards - standards describe end product learning goals.
 * objectives are a component of the standards. (Building blocks, get it? It's a Lego analogy).


 * Peruse sample curriculum resources for your content area on the "course resources" page
 * What do you notice? What surprised you? What excites you? What worries you?
 * Choose two standards to work with for the next couple class sessions. Write them down.
 * Practice writing objectives
 * Start with the standard (umbrella / big-picture learning)
 * Break it down into its components -- lesson-sized stepping stones (objectives are the sub-skills/pathways to get to the standard)
 * (Imagine it's one of Matt's Lego sets of something like Westminster Abbey or Stonehenge).
 * [[image:525px-Build-a-Big-Lego-Tower-Step-3.jpg]]

Standard --> Target --> Learning Activities --> Assessment

11:55 - 12:15 - Closure & Housekeeping
Have we reached our objectives?
 * Where we've been, where we are, where we're going . ..
 * For tomorrow 7/27 -
 * more work on writing DAMMP objectives and writing a lesson for that. From destination to process! (Looking at our goals and sharing was a closure activity, it doesn't have to be complicated).
 * **Reviewers** get to open and class and review what we did here, I kinda hope you read this. Hello Madison!
 * **Homework**: choose 2 standards that you have broken into component parts with two objectives for each standard. These will be worked shopped and the format doesn't matter. Bring in raw teaching materials related to those standards: AKA bring in a story or a worksheet, SOMETHING, that could align with your standard. Content you can work with that you like. You are free!
 * Direct Instruction P.E.T. - This is our textbook. Professional Engagement Tasks. Create a document based on resources and experience, no longer than 2 pages. Engage with resources. Print response, upload to blackboard.
 * Model PET response [[file:PET Direct Instruction.pdf]]
 * Bring a hard copy of your paper to share and compare __and__ upload to BB. (Please do not come without a printed paper. If you have printer troubles, etc. - creatively trouble-shoot to solve the problem.)
 * Bring a few raw teaching materials that go with the standards you selected (i.e. texts, worksheets, resources, videos, links, etc.) - The idea is to have "stuff" to design lessons around. Aim for material for two class periods.