Transcript EDUC 490

EDUC 490
January 30, 2007
Agenda
• Critical incident groups
• Video and Article– “Dropout
Nation”
• Contextual Factors
• Standards and Learning
Goals (Work from last
Tuesday)
Critical Incident Groups and
leaders for tonight
• 1 Lakendra
• 2 Amanda
• 3 Tiffany
• 4 Britney
• 5 Cassie
• 6 Meredith
• 7 Susan
Critical Incident
• Move to prearranged groups
• Discussion within group the leader’s
incident
• Fill out paperwork in preparation to
share
Dropout Nation
• Fill out paperwork for group
discussion of article
• Discussion
• Sharing with class
• Turn in form
Contextual Factors
• Example
• Impacting factors
– Rural Education
• National
• State
• Local
– Other
• Charts
• Translating to narrative
• Moral and ethical responsibility
• Rubric
Learning Goals
Content Standards
Learning Goals
Lesson Objectives
Learning Goals
• 1. SC Content Standards
THE PLACE TO START (not the textbook).
•Be sure what you are planning to teach connects to a
standard.
•Be specific when including the standards (include all
pieces).
•Suggestion: Make a page in your IWS that lists all the
standards you address in your unit (separated by
content area).
SS 2-1.1 TLW recognize the basic elements that make up a cultural
region in the United States, including language, customs, and
economic activities.
Learning Goals
2. Learning Goals
• Directly related to State Standards.
• Broad “generalizations” or “big ideas” you want
your students to experience.
• Conceptual level of thinking via Bloom’s Taxonomy
• Compelling rationale…why do students need to
experience the goal? In student terms, “Why do I
need to know this?”
The student will compare and contrast the region in which they
live with the other four regions of the United States to develop
an understanding, appreciation, and respect for differences in
people and places.
Learning Goals
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• 3. Lesson Objectives
Learning Goal(s) broken down into intermediate,
measurable tasks.
Basis for ongoing instruction and assessment
towards Learning Goal(s).
Used to communicate exactly what is needed for
mastery.
Three parts:
– Behavior (“Tricia will name…”)
– Condition (“…each of the five US regions given a pictorial
representation…”)
– Criterion (“…with 80% accuracy.”)
Next week
• Email Completed Contextual Factors
(by Monday night)
• Bring hardcopy of CF to class
• Read “Metaphors of Hope”
• Bring a standard to “unpack”
• Discussion of Learning Goals