SOH Curriculum CampJuly 2010

SUHSD - EDI - Learning Objectives

• Content Standard: Describes what students will be taught over the course of a year–Contain multiple Learning Targets

• Learning Target: Describes what students will be able to do successfully & independently at the end of a specific lesson as a result of your classroom instruction–Describes what you will teach your students to do

Many schools think they are covering all the standards because they have a pacing calendar identifying standards in their textbooks.

If you check off that students were taught the standard, not realizing it has ten separate Learning Targets, the worksheet you gave may have only covered one!

BIG IDEA: To maximize student learning (and raise test scores), teach your students all the Learning Targets contained in all the tested standards before the test date.

To produce great lessons ◦ Teacher knows what is being taught; Students

know exactly what they are learning

Instruction and Independent Practice are synchronized◦ Students know how to do homework, more will

do homework, more will learn, and test scores will go up

1. Effective lessons are built on Learning Targets that ensure students are taught concepts & skills rather than completing worksheets

2. Students are more successful because Learning Targets focus teaching efforts on specific concepts & skills needed for the Independent Practice

3. Teachers are able to measure if students achieve the outcome of the lesson

4. Students are told what they are expected to do5. Lessons, with correctly designed standards-

based Learning Targets, will be on grade-level (high level of rigor)

• Concept: Main Idea –Must be taught

• Skill: Verb –Must contain measurable skills (i.e. solve, identify,

write, compute, describe,etc)– Bloom’s Taxonomy–Must always exactly match what students will do

on the Independent Practice• Context: Specific condition under which

the Learning Target will be executed–Describes the resources to be used– Can include the specific methods to be used

By the end of the day/class/period, students will Verb/Bloom’s taxonomy to content/standard and will skill/showing verb on assessment/product.

• Timeframe: Learning targets should be developed according to what is being accomplished on that particular day. (Chunk the unit/activity into a daily learning target.)

• Verb/Bloom’s Taxonomy: Match the level of Bloom’s with the learning (i.e. introducing a topic would require verbs on the knowledge/comprehension level, while showing what they know would be on the application, synthesis, analysis, evaluation level). Do not need to write “Students will be able to….”

• Content/Standard: Specifically, what will the students take away from the lesson?

• Skill/Showing Verb: Specifically, what will the students be doing?

• Assessment/Product: Through what means are you checking for understanding of all students on that particular day?

• By the end of the day, students will identify the structure and function of cellular organelles by making cell parts and jigsawing them into a giant cell diagram.

• By the end of the class, students will compare/contrast the processes of mitosis and meiosis by summarizing the processes in a 5-sentence “exit ticket” paragraph.

• By the end of the period, students will analyze data obtained during an enzyme activity lab in order to compose a conclusion to a lab report.

1. Select a grade-level content standard2. Identify all the concepts and skills included in

the standard Pay attention to any contexts that place conditions or restrictions on how the

concepts & skills are to be taught

3. Deconstruct, or break down, the standard into specific Learning Targets

Use the same vocabulary contained in the standard

4. Select or create matching Independent Practice To provide equal opportunity to learn, all students must be taught on grade

level To improve student achievement, you must teach the exact same grade-level

content that the state tests assess

“Schools that allow students to be taught below grade level become remedial schools, and students taught below grade level perform below grade level.”

1. Present the Learning Target to the students2. Have the students interact with the

Learning Target3. Check that the students can describe the

Learning Target– Students pronounce difficult words– Students read chorally– Pair Share– Key is use of student interaction (teacher to

student, student to teacher, student to student)

Ways NOT to teach Learning Targets1. Writing the whole content standard on the board as a Learning Target2. Teacher doesn’t refer to a Learning Target at all during the entire lesson– Maybe on board, but it is never mentioned– Weekly agenda is posted, that may have

page numbers or assignments, rather than a Learning Target