Transcript Learning Goals, Scales, and Learning Activities

Learning Goals, Scales, and
Learning Activities
Clarity and Purpose
Here is a Learning Goal
The teacher will be able to develop a set of
priority learning goals with scales that are
aligned with NGSSS and Common Core
standards assigned to the course taught by
the official state course description.
What needs to happen to be able to do this?
Scales
Scales or progress points need to be
developed.
A series of levels are outlined that show
incremental progress leading to desirable
proficiency.
Here are a few examples:
Scale: Level 1
The teacher will demonstrate the ability to
access course descriptions on the CPALMS
website and extract the NGSSS and
Common Core standards that students are
expected to master in the course being
taught.
And then what?
Scale: Level 2
The teacher will “unpack” the identified
standards to determine the knowledge
base and/or skills sets students will
need in order to meet each standard.
And then what?
Scale: Level 3
Based on an analysis of the student’s
current knowledge and skills related to the
elements identified in the “unpacking”
process, the teacher will identify “chunks” of
new learning for which instruction must be
designed and implemented;
and you are now ready for the LG target
level…
Scale: Level 4 (Target)
The teacher will develop a set of priority
learning goals with scales that are aligned
with NGSSS and Common Core standards
assigned to the course taught by the official
state course description;
and you can go beyond the LG target level
Scale: Level 5 (Highly Effective)
The teacher will design learning activities
and learning assignments aligned with the
priority learning goals and scales created
for the students and implement them
using contemporary research-based
instructional strategies that engage
students in mastery of the academic
standards.
Learning Goals
Common Core and NGSSS
Standards are long term targets.
Many standards need to be “chunked”
to present to students in “digestible”
form.
Learning Goals
Learning Goals with Scales is a quality
process for “chunking” standards.
Contemporary research reveals that one
of the most effective instructional
strategies for engaging students in
mastery of standards is:
“LEARNING GOALS WITH SCALES”
Evaluation Indicators
Most classroom teacher evaluation
systems have indicators that focus directly
on proficiency in use of the instructional
strategy on “Learning Goals with Scales”.
Those few that do not explicitly cite LG
have other indicators or components that
enable feedback on this strategy.
Evaluation Indicators
Most school leader evaluation systems will
have indicators starting next year focused
on the leader’s monitoring and feedback
on teacher proficiency in use of this
instructional strategy.
Central Message
We have ½ a dozen different models of
classroom teacher evaluation in use in Florida
(down from 67 models a year ago).
A central question for all teachers, regardless
of your evaluation model’s framework is:
“What will I do to establish and communicate
learning goals to my students, track their
progress toward their goals, and celebrate
success?”
Today’s Session
This concurrent session is to
share with you two resources to
support understanding & effective
use of learning goals with scales.
Today’s Session
1. An online self-study module ( a course)
on “Learning Goals, Scales, and Learning
Activities.
2. An online repository where Florida
teachers can share the learning goals
and scales that will be developed in the
years ahead.
Content of the Module
The content of this module has been reviewed by
the Florida Department of Education and national
experts on contemporary instructional strategies that
impact student learning and found to be:
• Consistent with contemporary research on
instructional practices that, done correctly and in
appropriate circumstances, have a significant
probability of a positive impact on student learning.
• Appropriate professional learning content for Florida
educators at all grades and in all subjects.
About the Module
The next few minutes will provide an
overview of the content of the module.
The actual module is posted online at:
www.floridaschoolleaders.org
www.startwithsuccess.org
www.floridastandards.org (CPALMS)
The Thumbdrive you received has details on accessing the module.
Content
• Aligned with Florida’s plan of action for
implementing standards-based instruction.
• Consistent with all district classroom
teacher evaluation systems with indicators
focused on proficient use of learning goals
with scales.
Module Objectives
At the conclusion of this course, the
teacher will be able to:
• create clear learning goals aligned to
course standards.
• develop a scale for each learning goal that
guides progress toward mastery.
Module Objectives
At the conclusion of this course, the teacher will
be able to:
• align learning activities with the purpose of
the learning goal.
• communicate expectations to learners
regarding purposeful learning activities.
Module Objectives
The teacher will understand how to:
• distinguish between learning goals and
learning activities.
• identify clear learning goals.
Course Structure
• Divided into seven mini-modules.
• Focused on enabling teachers to create,
apply, communicate, and monitor learning
goals, scales, and learning activities.
• Culminates in a finished product that may be
submitted for possible inclusion in the
Learning Goals Repository on the CPALMS
website.
Sections
•
•
•
•
•
Introduction
Clear Learning Goals
Scales
Purposeful Learning Activities
Communicating Expectations and Tracking
Progress
• Module Activities
• Review
Making Connections
Effective standards-based Instruction has
a number of elements.
The following diagram, embedded in the
module, illustrates some of the practices
that interact with one another to improve
student learning.
Standards-Based Instruction
Learning goals aligned with
NGSSS and COMMON CORE
help students grow
Clear
Learning
Goals
Formative
Assessments
SCALES enable
student and teacher
to track progress
Scales
Celebration
of how
success
occured
Praise for
rigorous
effort
Goal Setting
Processes
Timely and
Actionable
Feedback
Tangible
Rewards
Purposeful
Learning
Activities
LG are not Daily Objectives
Learning goals tend to focus on learning that
takes 3-10 weeks to master.
Not everything that will be learned is
expressed in learning goals.
Not every fact and detail students are asked
to know is tracked via scales.
Learning goals focus on priorities from the
Common Core and NGSSS.
Scales are for Tracking Progress
“Scales” in a learning goal are progression
points or levels of growth toward the
learning goal.
Scales, used properly, allow teacher AND
student to track progress toward mastery.
A Team Effort
Learning Goals with Scales is revealed by
contemporary research to be a “high-effect size”
instructional strategy.
This means from the array of strategies shown to have
an actual positive “cause and effect” relationship with
student learning, the effect on learning using ‘Learning
Goals with Scales” is much higher than most strategies.
As teachers and school leaders deepen understanding
of the process of creating learning goals with scales
aligned with Common Core and NGSSS, they can be
shared with a new tool coming on line.
Learning Goals Repository
A central database of peer-approved
learning goals, scales, and learning
activities.
Any registered user may submit goals for
consideration and access resources from
the Repository.
Learning Goals Repository
Summary
• Learning Goals with Scales is a priority strategy in
the repertoire of Florida educators.
• An Online module is available to help Florida
teachers and school leaders learn more about this
strategy.
• An online repository will enable teachers to share
what they develop to help each other.
Your Thumbdrive has details on access
Support
For more support on Common Core and
information about the online version of
NGCAR-PD as well as other professional
learning courses, please visit:
www.nefec.org/ccss
Thank you