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1. OBJECTIVES – Most folks are including the essential parts of an objective: a) the experiences of learning (the contexts), b) what students will know or be able to do as a result of the learning experiences (student learning), c) and how the teacher will know (the artifacts that assess the learning).That’s great! You seem to be making good progress with this planning skill!  The next level to think about when writing objectives is whether your wording is clear and concise. If someone you hadn’t explained your lesson to read your objective, would she or he have a clear idea of what would be happeningin the classroom and why? To check this, you might want to ask a peer to read your objectives and then explain what she/he thinks you intend to do, what the student will learn or be able to do, and how the learning will be demonstrated. When the parts of the objective are in place and the objective is clear, you need to make sure the objective matches the goals of the model! Some of the plans I’ve read provided objectives that were congruent with each model. Other folks used exactly the same objective each time – this won’t usually work. It isn’t enough to simply force the objective and the content of the lesson into the parts of each model. In other words, assimilation of objective and content to the syntax of each model isn’t the goal – accommodation of your schema so that the objective and ways of teaching match the model is the goal. It helps to be sure you are clear about the goal(s) of each model before writing objectives or creating lesson plans.I am going to provide some examples below about the three models you wrote objectives and plans for last week. Based on these examples, I want you to think carefully about how to shape objectives for Problem-Based Instruction, Concept Attainment, and Discussion.EXAMPLE: Let’s imagine that you wanted your students to learn about life cycles and inter-dependence of animals, plants, and humans. These (life cycles and inter-dependence) are the BIG CONCEPTS you want kids to learn about over time, not all at one time. You choose to focus on butterflies because you know you can get chrysalises that students can observe and you have access to a variety of books and experiences related to butterflies. The content, then, related to the concepts, might be the life cycle of butterflies and pollination. You would develop several objectives related to this content. Some models could work for some objectives but not for others. (We’re going to ignore for the moment that your choice of model should reflect your beliefs about learning ).DIRECT INSTRUCTION: An objective related to listing and describing the stagesof the life cycle could easily work with Direct Instruction if you wanted the teacherto dispense the information and if you wanted the students to be able to correctly define life cycle, name the stages, and give descriptions of each stage. An appropriate student learning objective for DI would be: Given a teacher explanation (or demonstration) of the definition of life cycles and the stages of the life cycle of the butterfly, guided practice, and extended practice, SWBT give a definition of life cycle and name the stages by (telling the teacher, filling in a diagram, etc.) NOTICE: I did NOT include the description of the stages or anything about inter-dependence BECAUSE in DI, a teacher BREAKS THE KNOWLEDGE, TASK, OR SKILL INTO SMALLER PARTS – TEACHES, GIVES GUIDED PRACTICE, RE-TEACHES IF NECESSARY, GIVES EXTENDED PRACTICE, RE-TEACHES IF NECESSARY, ETC., UNTIL THE CONTENT IS CORRECTLY MASTERED. Descriptions of stages and information related to inter-dependence would come in later lessons, broken into constituent parts.PRESENTATION: Still using the life cycle of the butterfly and the stages as a focus, let’s consider the Presentation Model. REMEMBER THAT THE PRESENTATION MODEL SEEKS TO HELP STUDENTS SEE THE UNDERLYING ORGANIZATION OF A DISCIPLINE (LIFE SCIENCE, IN THIS CASE), THE RELATIONSHIPS AMONG WORDS AND IDEAS, AND TO EXTEND STUDENTS’ THINKING. Thus, an appropriate objective might be:Given a teacher presentation about life cycles, the life cycle of the butterfly, and a guided discussion, SWBT create a diagram representing the life cycle of the butterfly and describe orally or in writing how the butterfly’s life cycle is important to plants and to humans. NOTICE: The objective implies something about the content of the presentation and how the teacher will guide the discussion. The organization and content of the presentation are crucial and will be somewhat different from DI. The guided discussion is also crucial to the lesson. When you use this model, you want to go beyond naming or describing something – you want to move students to understand and discuss relationships. Do you see how the objectives for DI and Presentation are both about butterfly life cycles, that they are both similar and different in content, BUT quite different in intent?COOPERATIVE LEARNING: This model could be used to meet objectives related to remembering information (DI), and developing vocabulary, creating relationships, and extending thinking (Presentation). But it has much more potential than these models because of the additional goals of the model. While you CAN use CL just to help kids memorize and complete activities based onteacher instruction and presentation, CL offers the chance to actively engage students in exploring information, constructing knowledge, and sharing information and hypotheses/hunches/insights with peers and the teacher. In addition, CL is a strategy to enhance students’ appreciation of their peers as important, unique beings, and to collaborate to increase the group’s knowledge and skills. So, while Slavin does use cooperative groups to practice and rehearse basic level knowledge and comprehension, I urge you to think about and use CL’s greater potential. REMEMBER: COOPERATIVE LEARNING GROUPS ARE CHARACTERIZED BY LEARNING EXPERIENCES THAT REQUIRE THE KNOWLEDGE, AND/OR SKILLS, AND PARTICIPATION OF EACH MEMBER OF THE GROUP IN ORDER TO MEET THE LEARNING GOALS. These groups are best used when working alone doesn’t allow the depth and richness that well-designed group work allows.A possible objective might be:Given an initial conversation about students’ current knowledge about butterflies and their lives, as well as teacher-selected (books, articles, audio


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EVERGREEN MIT 2007 - Models Feedback

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