Transcript Student Learning Objectives (SLO) Resources for Mathematics What are SLOs and why are they important?

Student Learning Objectives (SLO)
Resources for
Mathematics
1
What are SLOs and why are they
important?
Core Value of Hawaii’s
Effective Educator System (EES)
Teachers are at the heart of a child’s education and
profoundly impact student achievement. Thus, a high
priority is placed on the enhancement of our
teachers’ professional practices and the structures
that support them.
Primary Measures of the EES
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Growth Teacher
Practice
and
Learning
Educator Effectiveness Data
Improved Student Outcomes
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• Classroom
Observations
• Core
Professionalism
• Tripod Student
Survey
• Working Portfolio
(non-classroom only)
Student Learning Objectives (SLO)
• Are teacher designed
• content-driven goals
• set at the beginning of a course
• that measure student learning through an
interval of time
(i.e. one school year or one semester).
5
Student Learning Objectives:
• support the achievement and growth of all
students that aligns to daily instruction and
progress monitoring with specific prioritized
goals
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
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Assessments, Scoring
& Criteria
Learning Goal
SLO
Components
Expected Targets
Instructional
Strategies
What is a learning goal and where
can I find resources for it?
Components of an SLO:
the learning goal
The development of an SLO begins with
identifying a big idea, a learning goal
and the Common Core standard(s) being
targeted.
What’s the Big Idea?
A declarative statement that describes a
concept or concepts that transcend grade
levels in a content area and represents the
most important learning of the course.
A suggestion for a Math SLO “Big Idea”
Use one of the Smarter Balanced Claims
The Smarter Balanced Assessment Consortium
established four claims regarding what students
should know and be able to do to demonstrate
college and career readiness in mathematics.
 The four claims represent the big ideas that the
Smarter Balanced assessments are attempting to
measure
Smarter Balanced Claims
Claim #1: Concepts and Procedures
Students can explain and apply mathematical
concepts and interpret and carry out mathematical
procedures with precision and fluency.
Claim #2: Problem Solving
Students can solve a range of complex and wellposed problems in pure and applied mathematics,
making productive use of knowledge and problem
solving strategies.
Smarter Balanced Claims
Claim #3: Communicating Reasoning
Students can clearly and precisely construct viable
arguments to support their own reasoning and to
critique the reasoning of others.
Claim #4: Modeling and Data Analysis
Students can analyze complex, real-world scenarios
and can construct and use mathematical models to
interpret and solve problems.
The Learning Goal
A statement that describes what students
will know, understand or be able to do by
the end of the interval of instruction.
 The learning goal is grade-level specific

Whereas the big idea transcends grade levels
(i.e., big ideas are important to the discipline
mathematics and applicable to any grade level)
 Suggestion: use the “Cluster”
statements in the CCSS as the learning
goal for the SLO.
Using the CCSS “Clusters” as the
Learning Goal
• Go to the HIDOE Standards Toolkit
 http://standardstoolkit.k12.hi.us
• Point to “Common Core” and click on
Mathematics
http://standardstoolkit.k12.hi.us/com
mon-core/mathematics/
Select your
grade level
Using the CCSS “Clusters” as the
Learning Goal
After the Big Idea and the Learning Goal,
identify the targeted standard(s)
Example: Grade 4
Big Idea: Problem Solving (Claim #2)
• Students can solve a range of complex and well-posed
problems in pure and applied mathematics, making
productive use of knowledge and problem solving strategies.
Learning Goal: A cluster in the Fractions domain
• Students will be able to build fractions from unit fractions
by applying and extending previous understandings of
operations on whole numbers.
Standards:
• 4.NF.3: Understand a fraction a/b with a > 1 as a sum of
fractions 1/b.
• 4.NF.4: Apply and extend previous understandings of
multiplication to multiply a fraction by a whole number.
– Note: both of these standards have a sub-part that focuses on
problem solving.
Depth of Knowledge
• SLOs should address learning targets
that are 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.
Depth
Of
Knowledge
Norm
Webb
Resources for Common Core Mathematics
Illustrative Mathematics: http://www.illustrativemathematics.org
Learn Zillion: http://learnzillion.com
Inside Mathematics: http://www.insidemathematics.org
Mathematics Assessment Project:
http://map.mathshell.org/materials/index.php
Smarter Balanced Assessment Consortium:
http://www.smarterbalanced.org/smarter-balanced-assessments/
Open Education Resources: www.oercommons.org
Bill McCallum’s blog: commoncoretools.me
Where can I find resources for
instructional strategies?
Instructional Strategies
General high-impact instructional practices (that all mathematics
teachers should routinely employ) for any mathematics topic:
• respond to most student answers with, “Why?” or “How do you
know that?” or “Tell me what you mean by that.” In other words,
teachers should routinely use students’ responses (when
appropriate) as a springboard to provoke further discussion about
the mathematics;
• conduct daily cumulative review of critical and prerequisite skills
and concepts at the beginning of each lesson (e.g., a 5-minute
warm-up task);
• elicit and acknowledge the value of alternative approaches to
solving mathematical problems so that students are taught that
mathematics is a sense-making process for understanding “why”
(not merely memorizing the right procedure for the one right
answer);
• provide multiple representations (models, diagrams, number lines,
tables, graphs, and symbolic expressions or equations) of all the
mathematical work to support the visualization of skills and
concepts and helping students make connections between
concrete, pictorial and abstract representations;
Instructional Strategies
General high-impact instructional practices (that all
mathematics teachers should routinely employ) for any
mathematics topic:
• create language-rich classrooms that emphasize terminology,
vocabulary, explanations and solutions;
• develop number sense by asking for and justifying estimates,
mental calculations and equivalent forms of numbers;
• embed mathematical content in contexts to connect the
mathematics to the real world and everyday life situations;
• use the last 5 minutes of every lesson for some form of
formative assessment (e.g., an exit slip) to assess the degree
to which the lesson’s objective was accomplished and to use
for planning of subsequent lessons.
Instructional Strategies
Instructional practices that may be specific to a mathematics topic or
learning goal:
• designing numerous opportunities for students to make
connections between data represented in tables and graphs, create
equations to represent apparent relationships, and discuss the
relevance of specific points and the unit rate in terms of the given
situation (learning activities should include tasks in which students
must either generate their own data sets or do some research to
find data sets for situations of interest, not simply always being
given data sets to work with);
• giving students concrete and/or pictorial representations of two
related quantities and asking them to determine unit rates (e.g.,
teacher projects onto the whiteboard a picture showing 9 one
dollar bills next to 4 cans of spam);
• modeling how to set up and reason with double number lines (or
double tape diagrams);
Instructional Strategies
Instructional practices that may be specific to a mathematics topic or
learning goal:
• giving students a completed double number line and ask them to
create a situation to match what the diagram represents;
• coordinating a small group activity in which students generate their
own data (or research a topic on the internet that includes data)
representing a proportional relationship and creates tables, graphs
and equations to represent the relationship
• facilitating whole class discussions in which selected students
present their work and others ask clarifying questions;
• using the student discussion to help summarize the lesson by
comparing the different strategies used and drawing students’
attention to the way(s) we want them to think when approached
with similar situations (i.e., teaching students to think generally, not
just how to do specific procedures in specific situations).
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.