TRUMBULL COUNTY

EDUCATIONAL SERVICE CENTER

LEADING FOR EDUCATIONAL EXCELLENCE

SESSION GOAL

After completing this session, participants will

have a deeper understanding of:

establishing clear and measurable classroom

goals.

using purposeful formative assessments to

gather data and enhance instruction

On your Learning Log, paraphrase and personalize

today’s goal.

OHIO TEACHER EVALUATION SYSTEM EVIDENCE:

DURING INSTRUCTION THE TEACHER…

establishes clear 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

LEARNING GOALS

The learning goal is what students

should know, understand, or be able

to do as a result of completing the

learning activity or assignment.

SUPPORTING LEARNING GOALS

Activities/Assignments

Activities

Classroom activities are completed with frequent guidance and feedback from the teacher.

Assignments

Learning experience to be completed independently in class or as a homework opportunity to extend classroom learning.

SUPPORTING LEARNING GOALS

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.

LEARNING GOALS

Goals may not be perfect,

however, they need to be

clear and measurable.

LEARNING GOALS & ACTIVITIES AND/OR

ASSIGNMENTS

Subject Learning Goal Activities/Assignments

Science Students 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.

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

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

LEARNING GOALS & ACTIVITIES AND/OR ASSIGNMENTS

12

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.

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

FORMATIVE ASSESSMENT

To teach a student well, a teacher must know a student well Carol Ann Tomlinson and Marcia B. Imbeau, Leading and Managing a Differentiated Classroom

ASSESSMENT

Formative Assessment:

Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.

Summative Assessment:

Assessment information used to provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

PRE-ASSESSMENTS TO ENHANCE

AND INFORM INSTRUCTION

Two ways to consider doing this for students:

Assessing their minds

Assessing their hearts

PRE-ASSESSING ACADEMIC READINESS “MINDS”

What do students already know about the goal?

What misconceptions do they have?

What prerequisite skills do they have under their belts, and which skills will need extra attention?

PRE-ASSESSING STUDENTS’ INTERESTS,

ATTITUDES, AND LEARNING PROFILES “HEARTS”

Learning who students are, how they learn, and where their passions and talents lie.

CURRENT

FORMATIVE ASSESSMENTS?

Please complete the Brainstorming A-Z activity

19

ENTRANCE/EXIT SLIPS: WHY?

Provides teachers with a check for understanding about a topic before or after instruction.

Assists teachers in determining grouping.

Helps the teacher determine individual academic needs before/after instruction.

Allow students to express what or how they are thinking about new information.

20

ENTRANCE/EXIT SLIPS:

HOW TO USE THEM

1 or 2 questions that take no longer than 5 minutes to complete.

1. Prompts that check for prior knowledge about an upcoming lesson.

2. Prompts that ask for a point of view or opinion about an upcoming topic.

3. Prompts that ask for a prerequisite skill to be demonstrated.

21

ALSO CONSIDER FOR EXIT PROMPTS

I would like to learn more about. . . .

Please explain more about. . . .

I wish. . . .

The thing that surprised me most was. .

22

EXIT SLIP EXAMPLE

View video

Please complete question #4 and then choose one of the others to answer

Discussion

23

YOUR TURN

Create your own “exit card” or “entrance slip” based on something you have taught recently or on an upcoming lesson. Keep in consideration the “whys” and “hows” of using them.

24

DATA COLLECTION

How do you monitor student groups?

How do you collect data on this?

How does this data collection piece drive your instruction?

Is this a collaborative process? (TBTs)

25

PURPOSEFUL GROUPING

Whole-

Class

Flexible

Grouping –

homogeneous

groups

Cooperative

Grouping –

heterogeneous

groups

Individual

•Directions

•Introductions

•Wrap-ups

•Skills

•Practice

•Extensions

•Interest

•Projects

•Discussions

•Projects

•Preparation

for group

work

•Projects

•Homework

•Journals

•Essays