Cedar Hall Community School February 9 2017 Do Now Please take a moment to silently and independently answer the following question How do you measure the success of a lesson Objective By the end of the PLC teachers will be able to craft SMART Learning Goals by using a provided learning ID: 697539
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Slide1
SMART Learning Goals
Kelly York & Julie Hall
Cedar Hall Community School
February 9, 2017Slide2
Do Now
Please take a moment to silently and independently
answer the following question:
How do you measure the success of a lesson?Slide3
Objective
By the end of the PLC, teachers will be able to craft SMART Learning Goals by using a provided learning target in conjunction with the SMART Learning Goal Template.Slide4
Thoughts...Slide5
Agenda
Do Now, Discussion (4 minutes)
Backwards Design (2 minutes)
SMART Goals (15 minutes)
Student Evidence (3 minutes)
Integrated Practice (8 minutes)Slide6
Evolution of the Backwards Design Model of InstructionSlide7
S:
Specific
M:
Measurable
A:
Attainable/Achievable
R:
Relevant
T:
Time-Bound
SMART Learning GoalsSlide8
SMART Learning Goals
Specific:
Did we use clear, direct language to tell the learner what he/she will learn and do as a result of/after the lesson?
Measurable:
Is the task/practice quantifiable/can we measure it? (Objective, rather than subjective)
Attainable:
Can the students complete the task/practice in the proposed time frame?
Relevant:
Does the task/practice align specifically to the desired learning target?
Time-Bound:
When will this task/practice be accomplished?Slide9
Learning Target v. SMART Learning Goal
Learning Target
A bite-sized “chunk” of learning pulled directly from the standard that states what the student is expected to learn or do.
SMART Learning Goal
A measurable goal focused on the specific, daily learning target that communicates precisely how a student will be able to demonstrate learning/understanding of new material.
Your learning target is the focus of your SMART Learning Goal.Slide10
By (
time frame
) ______________________, students will be able to (
action verb - content
) _________________________
and will demonstrate this by (
“showing” verb - student evidence
) ____________________________________________.
SMART Learning Goal TemplateSlide11
A variety of
intentional, pre-planned, measurable
methods in which students can
prove (or disprove) their learning
of a
specified learning target
.
Student EvidenceSlide12
Student Evidence - Examples
Observation Checklist
Formative/Summative Assessment
Slates/Dry Erase boards
Demonstration
Everybody Writes
Group/Independent Task
Highlighting/Underlining
Exit Ticket
Nonlinguistic Representation
...It does NOT have to be a separate test or activity for you to “grade”Slide13
Thumbs up/down
Self-Report
Cold Calling on a handful of students to assess whole-class understanding
Student Checkers
Yes/No Questions
Teachers doing all of the work/thinking for students
Homework
Student Evidence - Non-ExamplesSlide14
SMART Learning Goal Examples
Standard
4.RN.2.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Learning Target
Explain how provided key details support the main idea of a text.
SAMPLE 1:
By the end of the class period, students will be able to explain how the
provided
key details support the main idea of a text and will
demonstrate this by summarizing the text
SAMPLE 2:
By the end of the class period, students will be able to explain how the
provided
key details support the main idea of a text and will
demonstrate this with a short writing response
(“Everybody Writes - 4 minutes”)Slide15
Integrated Practice
Standard
Learning Target
1.NS.1
Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.
Represent a number of objects up to 120 with a written numeral.
3.RL.2.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
Explain how a character’s actions contribute to the plot.
5.C.6
Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.(CCSS 5.NF.5b)
Draw a conclusion about the following rule: multiplying a fraction greater than one will result in a product greater than the given number.
7.RL.2.1
Cite textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text.
Given an analysis of a text, provide textual evidence Slide16
Select one of the provided learning targets
With a shoulder partner, craft a SMART Learning Goal to be used in conjunction with your learning target.
Integrated PracticeSlide17
WOW! How About?
On a sticky note, write a “WOW”—something you learned
that was important to you.
On another sticky note, write a “HOW ABOUT?” question or other idea you might have.
Let’s ReflectSlide18
As a PLC team, please select a content area to focus on.
Look at your upcoming plans for the next week. Each team member should pick one day’s lesson to write a SMART Learning Goal for.
Each PLC member selects a different lesson
Submit to Kelly’s or Julie’s mailbox by tomorrow, Friday, February 10
SE and Title: Please choose a grade level you support in some way and also have a common plan with
Feedback/Follow-up PD scheduled for next Tuesday, February 14
Independent Practice