Session 3: Daily Alignment
Secondary Curriculum, Instruction, and Assessment
Today’s learning objectives
1. Explain how core standards, objectives, and indicators relate to unit and daily lesson plans.
2. Identify the steps to backward design.3. Compose learning objectives at all
levels of Bloom’s Taxonomy.4. Align formative assessments with
daily indicators.
Learning Objective #1
Example: Hiroshima
Global objective: (empathy)To examine a focal event in American History
through the eyes of “the enemy” (to place students in the position of “Other”).
State Core/Educational objectives (Unit objectives):
1.2 Comprehend and evaluate informational text.1.3 Comprehend and compare culturally and
historically significant literary forms.2.1 Evaluate ideas and information to refine
thinking through writing.
Example (cont).
(some) Daily Learning objectives (indicators):1.2b Evaluate the effectiveness of internal text
structures in a variety of texts. 1.2c Identify an author’s implicit and stated
assumptions about a subject based on the evidence in the text.
1.3d Evaluate the impact of setting and historical context on literary works
2.1a Evaluate the merit of opposing opinions
Instructional Planning
Course Planning General
Unit Planning
Daily Lesson Planning Specific
Instructional Planning
Scope:
Focus:
Sequence:
Alignment:
Learning Objective #2: Backward Design
What do I want my students to know/do?= determine your objective(s)
How will I know when they know and can do it?= design your assessment
How do I prepare them to know and do it?= plan your lesson
Learning Objective #3 (BD step 1)
You will be able to compose learning objectives at all levels of Bloom’s (grad students’)
cognitive taxonomy.
“Learning Objectives” = “Indicators”
Not:Students will know the Pythagorean theorem.
But:Students will apply the Pythagorean theorem to solve problems.
Not:Students will gain an appreciation for the role of culture in student learning.
But:Students will list three assumptions Native American students may hold regarding teacher-student relationships.
Not:Students will learn about suicide.
But:Students will identify five warning signs of suicide.
Not: Students will understand how important freedom is.
But:Students will explain the personal relevance of the first five amendments to the Bill of Rights.
Characteristics of good learning objectives:
Why are learning objectives important?
They help you . . . Focus your contentSelect instructional models and strategiesDevelop and select instructional materialsDetermine your assessmentDemonstrate what you valueKeep teaching and learning focused
Bloom’s Cognitive Taxonomy
Creating – generating new ideas, products, or ways of doing things
Evaluating – justifying or judgingAnalyzing – breaking information into parts
to determine how it fits togetherApplying – transferring information to a new
contextUnderstanding – explaining ideas or conceptsRemembering – recalling information
Remembering
Recalling specific items (e.g. facts, vocabulary)
know define memorize repeatrecord list recognize namerecall identify tell recite
Recite the Pledge of Allegiance.
Understanding
Grasping the meaning of the material.
Restate discuss explaindescribe express paraphrase illustrate distinguish recognize
Reword the Pledge of Allegiance.
Applying
Transferring knowledge to a new context.
generalize apply practicerelate examine solvedescribe show criticize
Describe how allegiance may be demonstrated by someone’s behavior.
Analyzing
Breaking down material into parts to determine how it fits together.
differentiate compare contrastorganize classify arrangediscriminate distinguishsubdivide
Distinguish between allegiance to “the flag” and allegiance to “the republic for which it stands.”
Evaluating
Making judgments based on criteria and standards. Justifying a decision or action.
judge appraise evaluatevalue rate critiquecheck choose
Decide if the ideas expressed in the Pledge of Allegiance exemplify the behavior of worthy
citizens
Creating
Putting elements together to form a coherent whole or new structure.
design compose generatemake fashion constructinitiate invent
Create a new Pledge of Allegiance based on original ideas combined with
modern paradigms and moralities.
Comparison Objectives
Name the five causes of dizziness.
Given a patient case description, determine the three most likely causes of dizziness.
Comparison objectives
Identify melodic and harmonic intervals.
Transpose a composition from the key of C Major to the key of F Major.
Comparison objectives
Identify characteristics of a polygon.
Given the coordinates, use the Cartesian coordinate system to find the dimensions of a polygon.
Comparison objectives
List the levels of Bloom’s cognitive taxonomy in ascending order.
Create measurable indicators for a particular objective based on Bloom’s cognitive taxonomy.
Indicator #3: Compose learning objectives
Select an objective from your core and practice composing learning objectives (aka: indicators) at the Different levels of Bloom’s cognitive taxonomy.
Hints: Focus on student performance, not teacher performanceFocus on product, not processInclude only one learning outcome in each objectiveBe clear, measurable, realistic, appropriate, and worthyUnderline your verb
Indicator #4: Align formative assessments
This is Backward Design step 2!
Now go back through those indicators and determine how you would assess student mastery of those indicators.
Hints:Indicator + venueUnderline your verbMake sure it’s cognitively aligned to your indicator
Today’s formative assessment! Can you . . .
1. Explain how core standards, objectives, and indicators relate to unit and daily lesson plans.
2. Identify the steps to backward design.3. Compose learning objectives at all levels of
Bloom’s Taxonomy.4. Align formative assessments with daily
indicators.
For next time:
Cognitive Alignment Table – bring hard copyRead “Differentiation – What and Why”
(posted on the calendar)Read pp. 263-265, “The Graffiti Model”
(part of Chapter 13 in your text)