Transcript Student Learning Objectives (SLO) Resources for Physical Education Primary Measures of the EES • Hawaii Growth Model • Student Learning Objectives Student Teacher Growth and Practice Learning Educator Effectiveness Data Improved Student Outcomes.

Student Learning Objectives (SLO)
Resources for
Physical Education
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Primary Measures of the EES
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Teacher
Growth and
Practice
Learning
Educator Effectiveness
Data
Improved Student Outcomes
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SLO Process
1. Identify
the
learning
goal
10.
Determine
next steps
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
5.
Receive
initial
approval
6.
Implement
the SLO
Hawaii Department of Education
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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.
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General Navigation
 SLOs should be at a minimum of a DOK
level 2; if there are DOK level 3 targets
for the course or grade level, those
should be selected.
 This includes learning goal, big idea and
benchmark.
Depth
Of
Knowledge
Norm
Webb
Parts of the Whole!
Assessments, Scoring
& Criteria
Learning Goal
SLO
Components
Expected Targets
Instructional
Strategies
A Learning Goal has 5 Sub-Components
Standards
Big Idea
Learning
Goal
Rationale
Learning
Goal
Interval of
Instruction
Standards/Benchmarks
show growth overtime!
Benchmarks in Physical Education
 The benchmark should align with the learning goal.
 Although you still teach to, and assess, all of the benchmarks in
your course, some of them lend themselves to growth over time
and some don’t.
Example: 9-12.4.1: Set goals to improve personal fitness level based
on various sources of information.
This benchmark is an important skill for a high school student to
know. However, once they have completed setting their goals, they
have met the benchmark and growth overtime cannot be shown.
Benchmarks in Physical Education
Example: 9-12.2.1: Apply concepts, principles,
tactics and strategies to acquire, assess, and
improve movement skills.
 This benchmark can be assessed over the
course of the semester and applied to any unit
you are teaching to show growth over time.
Benchmarks continued…
Similarly in grades 6-8 there is a benchmark that reads
 6-8.4.2: Set goals for improving the components of
personal health related fitness.
Again this is limited.
However, when combined with:
 6-8.3.2: Participate in moderate to vigorous
physical activities to meet personal goals
These 2 can be combined and incorporated in all units and
used to show growth over time
What Is a Learning Goal?
A Learning Goal is: A description of
what students will be able to do at
the end of the course or grade.
 The learning goal should reflect/restate the benchmark (s).
 It is critical that you choose a benchmark that enables you to
show growth over time
 See benchmark reference sheets
 See resources entitled Learning Goals and Big Ideas.
What are Big Ideas
Big ideas are generalizations or overall
umbrellas that you can organize facts
under when you prepare lessons.
 See resources sheet entitled Learning
Goals and Big Ideas
 Please note these are just some big
ideas for your use. Please feel free to
create your own.
Rationale
Why are these goals important
for these particular students?
“Assessments, scoring &
criteria”
for Physical Education
 Assessments and scoring criteria can be created
by the individual teacher to reflect content.
 Instructional maps for each benchmark are
available on the standards toolkit website
 Standardstoolkit.k12.hi.us/
“Instructional Strategies”
Resources for Physical Education
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Whole-Part-Whole
Part-Whole
Peer modeling
Scaffolding
Small group
Large group
Success for ALL Students: Multi-tiered System of
Supports
Tier 3: Intensive, Individualized Interventions
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Individual students
Assessment Based
High Intensity
Intense, durable procedures
Tier 2: Targeted Group Interventions
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Some students (at risk)
High efficiency (e.g. target skill instructions with
progress monitoring)
Tier 1: Core, Instructional Interventions
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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
1-5%
Tier 2
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Tier 1
INTENSIVE
Few students
Small group or individual
Increased intensity and duration
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
TARGETED
Some students
Small group
Targeted skill instruction
Positive behavior group interventions
Progress monitoring every other week
UNIVERSAL
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Academics
10-15%
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
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Summarizing and Note Taking •
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Reinforcing Effort and
Providing Recognition
•
Use the process of comparing, classifying, and using metaphors
and analogies.
Provide teacher-prepared notes using a variety of formats, and
graphic organizers.
Teach students a variety of summarizing strategies.
Engage students in reciprocal teaching.
•
Teach students the relationship between effort and
achievement.
Provide recognition aligned to performance and behaviors.
Homework and Practice
•
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Establish and communicate homework policy.
Design assignments that support academic learning.
Provide timely feedback.
Nonlinguistic representations
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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
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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
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Set and communicate objectives that are specific and flexible.
Include feedback elements of both positive interdependence and
individual accountability.
Generating and testing
hypotheses
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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
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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.