Transcript Document

Student Learning Objectives (SLO)
Resources for
Gifted and Talented
1
What are SLOs and why are they
important?
Primary Measures of the EES
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Teacher
Growth and
Practice
Learning
• Classroom
Observations
• Core
Professionalism
• Tripod Student
Survey
• Working Portfolio
(non-classroom only)
Educator Effectiveness Data
Improved Student Outcomes
4
SLO Process
10.
Determine
next steps
1. Identify
the
learning
goal
2. Develop or
select
assessment(s)
9. Rating
of SLO
8. Analyze
assessment
results
3. Establish
targets based
on data
7. Revise
targets if
necessary
4. Plan instruction
6.
Implement
the SLO
5.
Receive
initial
approval
Hawaii Department of Education
5
Student Learning Objective Cycle
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Data Team Cycles
Step 6:
Monitor
and
Evaluate
the
Results
Student Learning Objectives (SLO)
Student Learning Objectives are teacher
designed content-driven goals set at the
beginning of a course that specifically
measures student learning through an
interval of time (i.e. one school year or one
semester). It supports the achievement and
growth of all students that aligns to daily
instruction and progress monitoring with
specific prioritized goals.
7
Assessments, Scoring
& Criteria
Learning Goal
SLO
Components
Expected Targets
Instructional
Strategies
Based on learning theories, the
following slides show the
significance in using
differentiation to increase learning
in all students.
WHAT: Learning Theories
People learn best when what
they learn is challenging and
they accept the challenge.
--Reason #1
People learn best when what
they learn is personally
meaningful.
--Reason #2
People learn best when they
learn in their own way, have
choices, and feel in control.
-- Reason #3
SO WHAT: Significance
NOW WHAT: Implications
for Differentiation
Because students learn at
different rates, a pace, text, or
task that challenges some
students will frustrate or bore
others.
Tasks must be differentiated
according to readiness, at the
proper level of difficulty to be
and remain motivating (and
not frustrating).
Because students have
different backgrounds and
interests, there’s no
guarantee that they’ll all find
the same things personally
meaningful.
Teachers must establish
environments where students
are known. They must
recognize and value students’
interests, and provide work
according to those interests.
As they differentiate
according to interests
teachers empower students
as learners.
Students won’t choose to
learn in the same way, make
the same choices, or feel in
control with the same
parameters.
The goal is to establish an
environment where students
could find a match to
preferred modes of learning
on a consistent basis.
WHAT: Learning Theories
SO WHAT: Significance
Matching learning style
preference and conditions for
learning leads to improved
learning.
Learning style categories
environmental, emotional,
sociological and physical will
create preferences for factors
(such as background noise or
perceptual mode). These can
influence achievement and
attitude about learning.
Diversity in style among
students suggests students
need a variety of means of
outlets and assessment to
maximize and show extent of
their learning.
Embedded in one’s gender
and culture are subtle ways of
seeing the world. Students
may have points of view,
frames of reference, modes of
communication and senses of
identity associated with their
gender or culture.
Teachers should strive to
understand and align learning
opportunities to a student’s
learning and communication
styles as shaped by cultural
traditions.
At any time some students
will think more concretely and
some more abstractly, some
more dependently and others
more independently.
Planning must include
content, process and product
modifications to address
developmental differences.
--Reason # 4
Gender, culture and
intelligence preference are
related to how learners best
process information.
--Reason # 5
People learn best when what
they learn is appropriate to
their developmental level.
--Reason # 6
NOW WHAT: Implications
for Differentiation
SO WHAT: Significance
NOW WHAT: Implications
for Differentiation
People learn best when they
have opportunities for social
interaction.
--Reason #7
Students will vary in the
amount of collaboration they
need and the sorts of peers
with whom they work best.
Flexible grouping and other
work arrangements should be
determined by the student
needs, nature of the task and
student preferences.
People learn best when they
acquire and use strategies
Each student needs to
acquire strategies new to that
student and use them in ways
that are personally helpful.
Differentiation means all
students do respectful work.
This will include presenting
even struggling learners with
real problems, dilemmas and
unknowns that require them
to use what they know.
People learn best when they
experience a positive
emotional climate that
supports the intended
learning and provides helpful
feedback.
--Reason #9
Classrooms that may be
positive for some may not be
for others.
The teacher must remember
to teach the whole child;
strive for joyful learning; use
positive energy and humor.
A new sort of fairness is
evident in that the teacher
works to give every student
what he or she needs to grow.
People learn best when they
use what they know to make
meaning and construct new
knowledge.
Because they don’t all know
the same things at the same
degree of competency,
students will construct
knowledge differently.
WHAT: Learning Theories
-- Reason #8
--Reason #10
What is helpful feedback to
one student, may not be
helpful to another.
Teaching should be student
centered and allow students
to construct meaning from
experiences.
How do I differentiate for all
learner needs?
Ways to Differentiate
• Content
– Strategies for delivering
• Process
– Strategies for engagement
• Products/Performances
– Evidence of understanding
• Environment
– Context learning occurs
• Readiness
– Growth matches skills
• Interest
– Motivation ignites
passion
• Learning Style
– Efficiency of effort
Keys to Differentiation
• Attention to Student Differences
• Strong Element of Pre-Assessment
• Climate of Importance and Support for
Multiple Intelligences
• Flexible Grouping
• Rich and Challenging Tasks
Strategies to Address Learners
• Acceleration
• Content Enhancement
– Depth
– Complexity
– Novelty
•
•
•
•
•
•
Compacting
Contracting
Tiering
Flexible Grouping
Problem-based Learning
Learning Centers
Six Ways to Tier
G/T
1.
2.
3.
4.
5.
6.
Challenge Level
Complexity
Resources
Outcome
Process
Product
Advanced
Proficient
Basic
Challenge Level
Marzano’s Taxonomic Levels (Cognitive System)
• Benchmark
• Taxonomic Level






Level IV
Level III
Level II
Level I
Knowledge
Utilization
Analysis
Comprehension
Knowledge
Retrieval
Analyze using
evidence
Classify with
justification
Generate/Test
hypotheses
Investigate
Use ___ to
determine ___
Use___ to solve








Analyze
Categorize
Classify
Compare
Create a rule
Differentiate
Find what is
common among
___
Predict






Demonstrate
and explain
Describe
how/why
Diagram
Explain the
concept
Illustrate/
describe how
___ is related to
___
Represent









Collect data
Define and find
examples of
Describe
different types of
Give/Provide
examples
List
Name
Recall
Recognize
Select from a list
1
K.1.8 Uses words to describe location, size,
color, shape, and concepts (e.g., same,
different, fast, slow) in speaking situations.
Complexity
•
•
•
•
Introductory Level to Abstract
Basic to Analytical
Shallow to In-depth
Beginning to Advanced
All students are asked to research a topic and to design an
informational brochure, but the focus of their research differs.
Brochure content varies from factual to analytical to
persuasive. Presentation of research ranges from fairly simple
to complex.
Resources
• Reading levels
• Complexity of content
• Using technology and images instead of
print
• Matching resources to instructional needs
of students
• Using newspapers, newsletters,
professional or special topic magazines,
and primary sources such as diaries and
journals
• Mentors
Outcome
Read and discuss Martin Luther
King’s “I Have a Dream” speech
as part of unit on social justice.
• Use same materials
• Build on student readiness
• Expand on understanding
Think about Dr. King’s dream for social justice, as presented
in his speech. Create a visual representation of his ideas.
Think about the United States today. What other dreams of
social justice do you believe have surfaced in response to
new issues and concerns? Create a visual representation of
your ideas.
Process
• Similar Outcomes
• Different Journeys
Unit on Consumerism
How do consumers make wise buying
decisions based on relevant criteria?
Basic Task: Choose a product and review consumer information about it in
publications such as consumer magazines. Identify relevant criteria for deciding
what you should look for when purchasing this product.
Advanced Task: Choose a product and interview at least three people who have
bought it. Identify the criteria these people used in making their decision to buy.
Product
• Flexible Grouping based on interest
• Multiple Intelligences learning centers
• Assignments differentiated based on evidence
produced
Characteristics of Effective
Bodily/Kinesthetic
Leaders
Visual/Spatial
Screening and Implementation
Resources for Gifted and Talented
• GT Program Guide located at
http://gt.k12.hi.us
• Standards for GT implementation located at
www.nagc.org
• Renzulli Learning Scales located at
www.renzullilearning.com
“Instructional Strategies”
Resources for Gifted and Talented
• Use enrichment activities found in all texts
• Use extension activities found in units
• Use “exceeds” levels of performance
assessments as a baseline
• Use “Extended Thinking” tasks
Success for ALL Students: Multi-tiered System of Supports
Tier 3: Intensive, Individualized Interventions
•
•
•
•
Individual students
Assessment Based
High Intensity
Intense, durable procedures
Tier 2: Targeted Group Interventions
•
•
Some students (at risk)
High efficiency (e.g. target skill instructions with
progress monitoring)
Tier 1: Core, Instructional Interventions
•
•
All Students, All Settings
Preventive, proactive support (e.g. schoolwide behavior support, high quality core
instruction, differentiate instruction, universal
screening)
Multi-Tiered System of Instruction and Intervention
Tier 3
•
•
•
•
•
Tier 2
INTENSIVE
1-5%
Few students
Small group or individual
Increased intensity and duration
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
TARGETED
•
•
•
•
•
Tier 1
10-15%
Some students
Small group
Targeted skill instruction
Positive behavior group interventions
Progress monitoring every other week
UNIVERSAL
•
•
•
•
•
Academics
80-90%
All Students
High quality core instruction
School-wide and classroom discipline rules in place
Differentiated instruction
All students screened and monitored 3x year
Behavioral
Instructional Strategies
Recommendations for Classroom Practice
(Marzano et al., 2001)
Identifying Similarities and
Differences
•
Use the process of comparing, classifying, and using metaphors
and analogies.
Summarizing and Note Taking
•
•
•
Provide teacher-prepared notes using a variety of formats, and
graphic organizers.
Teach students a variety of summarizing strategies.
Engage students in reciprocal teaching.
Reinforcing Effort and
Providing Recognition
•
•
Teach students the relationship between effort and achievement.
Provide recognition aligned to performance and behaviors.
Homework and Practice
•
•
•
Establish and communicate homework policy.
Design assignments that support academic learning.
Provide timely feedback.
Nonlinguistic representations
•
Provide students with a variety of activities such as creating graphic
organizers, making physical models, generating mental pictures,
drawing pictures and pictographs, engaging in kinesthetic activity.
Instructional Strategies
Recommendations for Classroom Practices
(Marzano, et al., 2001)
Cooperative learning
•
•
Use a variety of small groupings (e.g. think-pair share, turn and talk,
numbered heads together, jigsaw).
Combine cooperative learning with other classroom structures.
Setting objectives and
providing feedback
•
•
Set and communicate objectives that are specific and flexible.
Include feedback elements of both positive interdependence and
individual accountability.
Generating and testing
hypotheses
•
Engage students in a variety of structured tasks such as problem
solving, experimental inquiry, and investigation.
Ask students to explain their hypotheses and their conclusions.
Cues, Questions and
Advanced Organizers
•
•
•
•
•
•
Use explicit cues.
Ask inferential and analytical questions.
Use stories, pictures, and other introductory materials that set the
stage for learning.
Have students skim materials before the lesson.
Use graphic organizers.