Toolkit for Success
Unpacking SE and Writing LO
and DOL
LOs - Learning Objectives
DOL - Demonstration of Learning
CONRAD HIGH SCHOOL
August 8,2013
Presented by your High School Math Academic Facilitators:
Rosa Darkwa, Division 3 Rdarkwa@dallasisd.org
Ercleo “Earl” Esquejo, Division 2 Eesquejo@dallasisd.org
Betsy Urschel, Division 4 Burschel@dallasisd.org
Agenda
I. DISD Core Beliefs
II. Unpacking Student Expectations
III. Characteristics of Learning Objectives
IV. Characteristics of Demonstrations of Learning
V. Making Connections
VI. Final Reflection and Feedback
Learning Objectives
•
•
•
CICs will be able to unpack standards and write
Learning Objectives (LOs) and Demonstrations of
Learning (DOL)
CICs will articulate the importance of Learning
Objectives (LOs) and Demonstrations of Learning
(DOL).
CICs will understand how to effectively use the
Unpacking the Student Expectation template with
teachers.
Warm-Up
On the front of an index card, write your first and last name,
the names of your campus and your email address.
First Name Last Name
Campus
Notes/Comments on future PD
or support you would like.
email@dallasisd.org
Throughout this session, make note on the back of the index
card, any comments of future PD or support you might
need/like from your Academic Facilitators.
You will turn in your index card at the end of this session as
an exit slip.
Dallas ISD Core Beliefs
1. Our main purpose is to improve student academic
achievement.
2. Effective instruction makes the most difference in
student academic performance.
3. There is no excuse for poor quality instruction.
4. With our help, at risk students will achieve at the same
rate as non-at risk students.
5. Staff members must have a commitment to children and
the pursuit of excellence.
DISD Core Belief Activity
“ As teachers become more intentional about
the decisions they make about what to
teach, the quality of their instruction will
improve.”
Core Idea Leverage Leadership p. 117
Which core belief(s) does the quote reflect?
Be prepared to explain why and share.
Focus your attention on students’ actions and band director’s
behavior
Reflection
How does this video clip
relate to writing effective
learning objectives?
A. Unpacking Student Expectation (SE)
Example
• A.6A
Develop the concept of slope as rate of
change and determine slopes from graphs,
tables and algebraic representations.
Unpacking the Student Expectation
Student Expectation
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables and algebraic
representations.
Verb
(Cognitive)
Develop
Determine
Noun
(Content)
Knowledge and Skills
Unpacking the Student Expectation
Student Expectation
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables and algebraic
representations.
Verb
(Cognitive)
Noun
(Content)
Develop
Concept of slope as rate
of change
Determine
slopes
Knowledge and Skills
Unpacking the Student Expectation
Student Expectation
A.6A Develop the concept of
slope as rate of change and
determine slopes from
graphs, tables and algebraic
representations.
Verb
(Cognitive)
Noun
(Content)
Knowledge and Skills
Develop
Concept of slope as rate
of change
From graphs, tables and
algebraic representations.
Determine
slopes
From graphs, tables and
algebraic representations.
B. Characteristics of Learning Objectives
B. Characteristics of Learning Objectives
Card Matching Game
Match the strips and identify which are weak and
more effective Learning Objectives (LO).
What criteria did you use to identify the weak and
more effective LO?
Learning Objectives
Weak Objectives
More Effective Objectives
What criteria did you use to identify the weak and
more effective LO?
Learning Objectives
Characteristics of good lesson objectives (Checklist)
● answers the question: “What are students supposed to
learn?”
● tied to a standard or skill needed to accomplish the
standard
● follows the mapped curriculum
● understandable to parents and students
● specific
● students can demonstrate that they have learned the
objective in one (and at most two) session(s) or class
period(s)
Secondary
● lists each objective to which the class will devote more than
20 minutes
A good lesson objective is not:
● an agenda or schedule
● a description of the activity or the resource
● the title of the film, book, story, etc.
● a description of the vehicle or method used to teach a
concept
● too broad or vague
● disguised as an objective, but really is a description of
what the teacher is going to teach, not what the student is
supposed to learn
Writing Learning Objectives
Student
Expectation
A.6A
Verb
(Cognitive)
Noun
(Content)
Knowledge and
Skills
Develop
Concept
of slope
as rate
of
change
From graphs,
tables and
algebraic
representations.
slopes
From graphs,
tables and
algebraic
representations.
Develop the
concept of
slope as rate of
change and
Determine
determine
slopes from
graphs, tables
and algebraic
representations
.
Learning Objectives
(Examples)
Students will be able to develop
the concept of slope as rate of
change from graphs, tables and
algebraic representations
Students will be able to
determine slopes from graphs,
tables and algebraic
representations
C. Characteristics of Demonstrations of Learning
Characteristics of Demonstrations of Learning
Students will complete a
worksheet on circumference and
diameter.
Students will make a poster of the four
types of distributions of data and write
the definition of each.
Given 3 problems with radius
identified, students will correctly
calculate the circumference and
diameter of each circle.
Students will calculate the increase in
student test scores and calculate the
mean and median of the increase in
student test scores.
Using graph paper, students will
correctly draw four distributions
of data – skewed positively,
skewed negatively, normal, and
uniform.
Given three real-world
problems, students will correctly
calculate the percent increase or
percent decrease for each problem.
Demonstration of Learning
A Demonstration of Learning (DOL) is an activity or product
through which a student demonstrates that he has learned
the lesson objective.
Demonstration of Learning
DOLs fall into two categories:
1) those that require the student to demonstrate what he
has learned in one or two class periods within a subject
area, and
2) those that assess more complex objectives or assess
multiple learning objectives.
Characteristics of a good DOL:
 Tied directly to the lesson objective and the guaranteed
curriculum
 Can usually be accomplished in five to ten minutes
 Requires each student to demonstrate what they have learned
over the last class period or two in a subject area
 Is measurable (can be assessed)
 Is generally understandable to students (students know what
they have to do to demonstrate that they have learned the
objective)
 Designed before the lesson is conducted
A good DOL is not:
 A check for understanding
 An activity or project used to teach the objective
 A quiz or exam that assesses multiple objectives
 Homework
Writing Demonstration of Learning
Student
Expectation
A.6A
Verb
(Cognitive)
Noun
(Content)
Knowledge
and Skills
Learning Objectives
(Examples)
Develop
Concept of
slope as rate
of change
From graphs,
tables and
algebraic
representatio
ns.
Students will be able
to develop the concept
of slope as rate of
change from graphs,
tables and algebraic
representations.
Determine
slopes
From graphs,
tables and
algebraic
representatio
ns.
Students will be able
to determine slopes
from graphs, tables
and algebraic
representations.
Develop the
concept of slope
as rate of
change and
determine
slopes from
graphs, tables
and algebraic
representations.
Demonstration of Learning
(DOL)
Given 6 problems (a
combination of graphs, tables
and algebraic
representations), students will
be able to develop the
concept of slope as rate of
change correctly at an 83%
proficiency level.
Given 6 problems (a
combination of graphs, tables
and algebraic
representations), students will
be able to determine the
slope correctly 5 out of 6
times.
Algebra 1 SE (Source: Curriculum Central)
A.1 Foundations for functions. The student understands that a function
represents a dependence of one quantity on another and can be
described in a variety of ways. The student is expected to:
(A) describe independent and dependent quantities in functional relationships.
S District: 2012 44%;
(B) gather and record data and use data sets to determine functional
relationships between quantities. S District: 2012 54%;
(C) describe functional relationships for given problem situations and write
equations or inequalities to answer questions arising from the situations. S
District: 2012 39%;
(D) represent relationships among quantities using [concrete] models, tables,
graphs, diagrams, verbal descriptions, equations, and inequalities. R
District: 2012 65%;
(E) interpret and make decisions, predictions, and critical judgments from
functional relationships. R District: 2012 52%;
DOL
• Given one student expectation (SE),
participants will successfully unpack, write
effective learning objectives (LO) and
demonstration of learning (DOL).
Making Connections:
Using the Template, choose an SE to unpack and write effective
learning objectives (LO) and demonstration of learning (DOL).
Quick Write:
How do you think today’s session will influence
your practice as a campus instructional coach?
Thank you!