Lesson Plan and Assessment Alignment

Aligning Goals, Objectives, Learning Activities, and Assessment

1. Writing Lesson Objectives Bloom’s Taxonomy Depth of Knowledge (DOK) Formative & Summative Assessment

2. Alignment in Lesson Planning

3. Writing Lesson Objectives Using Bloom’s Taxonomy and DOK The ideal learning objective has 3 parts: A measurable action verb The important condition (if any) under which the performance is to occur The criterion of acceptable performance

4. ABCD's of Learning Objectives Audience The learners: Identify who it is that will be doing the performance (not the instructor) Behavior ( Performance): What the learner will be able to do Make sure it is something that can be seen or heard Condition The conditions under which the learners must demonstrate their mastery of the objective: What will the learners be allowed to use? What won't the learners be allowed to use? Degree (or criterion) HOW WELL the behavior must be done

5. What do you want your students to learn as a result of this lesson? Three-step process below for creating defining learning objectives.     Create a stem After completing the lesson, the student will . . . After this unit, the student will . . . By completing the activities, the student will . . . At the conclusion of the course/unit/study the student will . . . After you create the stem, add an action verb:   analyze, recognize, compare, provide, list, identify, create, demonstrate, use, show, classify, calculate, design, etc. http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

6. What do you want your students to learn as a result of this lesson? One you have a stem and a verb, determine the actual product, process, or outcome:   After completing this lesson, the student will……. Create a Venn Diagram which compares and contrasts . . . Demonstrate learning by producing a …… Write a research paper summarizing 2 key ideas in the…. Explain 3 key events that led to the American Revolution through a multimedia presentation Describe the events of the Gold Rush from the viewpoint of miner by analyzing the contents of a primary source poster from the California archives Create a timeline of events leading up to the Revolutionary War http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

7. Refer to explicit rather than vague behaviors Asking students to "grasp the significance," or "appreciate" something will only lead to confusion. Using more explicit behaviors such as "identify," or "sort," will clarify the performance expected of students. Explain explicit behaviors representative of different levels of cognition or thinking Describe common products or outcomes of those behaviors Avoid “will understand” or “explore” or “learn about” or “gain knowledge” Are these behaviors “measurable” through assessment? (formative or progress-monitoring, summative, formal, informal How to Write Goals for Specific Behaviors Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

8. Benjamin Bloom Taxonomy of Educational Objectives (1956) Learning outcomes within the cognitive domain Objectives are classified according to type of learner behavior described A hierarchical relationship exists among the various types of outcomes Evaluation Synthesis Analysis Application Comprehension Knowledge

9. Bloom’s Taxonomy: Cognitive Domain in Action KNOWLEDGE : define, list, name, memorize COMPREHENSION: identify, describe, explain APPLICATION : demonstrate, use, show, teach ANALYSIS : categorize, compare, calculate SYNTHESIS: design, create, prepare, predict EVALUATION : judge, assess, rate, revise

10. Find the action verbs!

11. Know Remember Comprehend Understand Use Apply Analyze Take Apart Synthesize Create New Evaluate Judge Behaviors: Action Verbs name memorize record list match write state repeat describe discuss give examples locate tell find report predict review recognize estimate translate practice illustrate sketch solve show employ sort classify distinguish experiment compare contrast diagram debate solve examine inventory design plan propose arrange assemble develop produce organize manage revise rate value appraise decide choose score select assess debate recommend Products: Outcomes Assignments Assessments Presentations Experiments Performances facts events models filmstrips books puzzles stories games journals illustrations drawings maps sculptures diorama scrapbook mobile collections diagrams graphs surveys questionnaires reports objects news articles poems machines songs plays hypotheses polls panels recommendations discussions simulations evaluations surveys Bloom Action Verbs and Products Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

12. Bloom’s Taxonomy and Technology

13. Bloom’s Taxonomy and the Web

14. DOK Verbs

15. DOK Verbs

16. DOK Level 1: Recall & Reproduction DOK Level 1 Verbs http://isntitelementary.blogspot.com/

17. DOK Level 2 Skills & Concepts Basic Reasoning DOK Level 2 Verbs http://isntitelementary.blogspot.com/

18. DOK Level 3: Strategic Thinking/Complex Reasoning DOK Level 3 Verbs http://isntitelementary.blogspot.com/

19. DOK Level 4: Extending Thinking/ Reasoning DOK Level 4 Verbs http://isntitelementary.blogspot.com/

20. Assessment How will you measure learning outcomes? What will students say or do to show that lesson objectives were met? What will you collect to show student’s learning (portfolios, observations, work samples, photographs, journals, etc.) How will you evaluate student work? How will you grade the student?

21. Understanding by Design: Theory of Backwards Design Desired Results : What will the student learn? Acceptable Evidence : How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn? Lesson Planning : How do you design a lesson that results in student learning? Identify desired results Determine acceptable evidence Plan learning experiences and instruction

22. Assessment: How do you measure what students have learned? Traditional quizzes and tests Paper/pencil Selected response Constructed response Performance tasks and projects Open-ended Complex Authentic 3 Kinds of Assessment in TPAs Entry Level Progress-Monitoring (Formative) Summative

23. Types of Formative Assessmen ts Summaries and Reflections   Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills. These require that students use content-specific language.  Lists, Charts, and Graphic Organizers   Students will organize information, make connections, and note relationships through the use of various graphic organizers. Dodge, J. Scholastic Article

24. Types of Formative Assessmen ts Visual Representations of Information   Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing." Collaborative Activities   Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts. Dodge, J. Scholastic Article

25. Progress-Monitoring Formative Assessments Suggestions Postcard or Poster Mobile Devices (Socrative, text answer,digital corkboard, Google Forms, etc.) Venn Diagram Visualize: Be the Illustrator Mini whiteboards Create or build something Exit Slip Journals Quickwrites 2 Roses and a Thorn Photo captions Graphic organizer Story map Record audio or create video 50 Formative Assessments Google Doc - Edutopia

26. Student Self Assessment PROJECT SELF-ASSESSMENT Name _________________ Date __________________ Block __________________ Project ________________ Please respond to each question. 1. During the project, I ________________________________. 2. As a result of working on this project, I learned my strengths include ___________________________. 3. As a result of working on this project, I learned my challenges include _______________________________________________________. 4. As a result of working on this project, I learned__________________ about the content. 5. As a result of working on this project, I learned ____________about doing research. 6. As a result of working on this project, I learned___________________.

27. Student Self Assessment Checklist

28. Rubrics for Formative or Summative Assessment Rubric - a scoring guide for evaluating student performance Allows for a variety of criteria or categories to be evaluated on a sliding rating scale (not subject to one final percentage score as in testing) A way to measure real-life, authentic learning experiences in the classroom Provides a guide for students in determining expectations of assignments Shows students and parents how the teacher is judging student performance

29. Rubric Criteria Alternative Performance Assessment

30. Writing Process Rubric

31. BIE Rubrics BIE - http://bie.org/objects/cat/rubrics A Rubric for Rubrics - http://bie.org/object/document/rubric_for_rubrics Grades 3-5 Presentation Rubric –CCSS http://bie.org/object/document/3_5_presentation_rubric_ccss_aligned Grades 3-5 Creativity and Innovation Rubric (CCSS)- http://bie.org/object/document/3_5_creativity_innovation_rubric_ccss_aligned Grades 3-5 Critical Thinking Rubric (CCSS) - http://bie.org/object/document/3_5_critical_thinking_rubric_ccss_aligned

32. Try Google Docs and Forms Rubrics and Formative Assessments Dr. Piper’s Tutorials on Google Classroom - https://sites.google.com/a/mail.brandman.edu/edsu-533-classroom-tutorial/home Create a Rubric using Google Docs Create a Graphic Organizer using Google Docs or Google Draw or Lucid Charts Adding Files from Google Drive –Try Forms