Student Learning Objectives (SLO)
Resources for
Science
1
Why SLOs?
Teachers who developed high-quality SLOs
produced better student achievement gains
A Quality Control Toolkit for Student Learning Objectives
http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/slo-toolkit.pdf (p. 5)
Why SLOs?
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Growth and Teacher
Learning Practice
• Classroom
Observations
• Core
Professionalism
• Tripod Student
Survey
• Working Portfolio
(non-classroom only)
Educator Effectiveness Data
Improved Student
Outcomes
3
SLO Process—start
with the Learning
Goal
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
4
Learning Goal
Resources for Science
• Describes what students will be able to do in
a semester or year
(What specific knowledge and skills should students acquire
within your content area?)
• Reflects content standards and supports BIG
ideas
• Focuses on students and what they will learn
Learning Goal
Resources for Science (continued)
• Rationale—why was this goal selected?
• Must be expansive and overarching (broad enough
to teach over the period of instruction)
EXAMPLES FOR SCIENCE:
– Standard 1: Scientific Investigation
– Standard 2: Nature of Science
• Can be appropriately and adequately assessed over
semester or year
Learning Goal
Resources for Science (continued)
• Is important, meaningful, achievable, and ambitious
• SLOs should be at a minimum of a Depth of
Knowledge (DOK) level 2
• Aim high--If there are DOK level 3 or 4 targets for the
course or grade level, use those
Depth
of
Knowledge
(DOK)
Levels
Learning Goal Sample
Gr. 8: Learning Goal:
Students will develop a hypothesis (using Earth and Space
Science content standards/benchmarks listed in SLO) that will be
based on observations and questions. To test their hypothesis,
students will design and conduct a controlled experiment. They
will then communicate significant components of their
experimental design and results, including the link between
evidence and conclusion.
Big Idea
Resources for Science
• What powerful concept or theme helps us make
sense of things?
• Focus is on content (not students)
• Declarative statement
• Helps answer: “Why does it matter?”
Big Idea--Samples
• Helpful hint: Big Ideas/Major Understandings can be found
in the HCPS III Benchmark Maps
• Gr. 4—The adaptations of an organism allow it to survive in an
environment
• Gr. 7—The goal of scientific inquiry is to understand and
explain the natural world
• Biology (high school)—Matter and energy cycle through
organisms and the environment
HCPS III Benchmark maps for Science
Targets
• Describe at least 3 data sources to establish starting point for
measuring student learning progress towards SLO Learning
Goal
• Use data to determine students’ placement in performance
groups at the beginning of the term
• Identify performance groups and which students are in each
performance group (2-4 performance groups based on the
starting point data)
• Establish and differentiate performance expectations for
each performance group by the end of the instructional
period
Targets (CONTINUED)
• Identify the expected outcomes by the end of the
instructional period for student performance groups
• Consider developing targets for students that have already
met standards
• Growth for ALL students
• Set rigorous, realistic, and attainable expectations for the
performance of each student performance group on selected
high-quality assessment(s)
• Rationale: Why were these goals set?
Assessments, Scoring & Criteria
Resources for Science
• Assessments should measure the knowledge and skills found
in learning goal
• Examples of assessments and rubrics
• Multiple assessment methods
• Choose appropriate assessment to measure target
• How often will informal assessment data be collected to
monitor student progress toward learning goal?
• Use Quality Assessment Criteria checklist found in SLO
Planning Document
Formative Nature of the
SLO Process
Formative instructional practices along the way
are key to success of the SLO
Define Clear
Learning Targets
Scaffold New
Learning & Close
the Gap
Determine
Evidence &
Criteria
Formative Instruction
Process
Plan Instructional
Modifications or
Next Steps
Analyze Evidence
& Provide
Feedback
Plan Learning
Experiences Based
on Student Needs
Elicit Evidence Of
Learning
Instructional Strategies
Resources for Science
• Describe key instructional strategies that are planned
to help all students make progress towards the
learning goal
• Appropriate and evidence-based
• Use best practices to address ALL learner needs
• Specifically address gaps in learning to guide
students toward the learning goal
Instructional Strategies--Samples
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.
Resources
• Hawaii SLO Science LiveBinder:
http://www.livebinders.com/play/play?id=9311
89
Contains this PowerPoint and resources (assessments, learning
goals, big ideas, baseline data, and sample SLOs)
Last Words . . .
• Find SLO buddies to work with—ask questions,
share, collaborate, and commiserate
• Look for resources and examples (see LiveBinder)
• Keep it simple and use the “Rubric for Rating the
Quality of SLOs” as your guide
• Go to the EES Website for SLO resources:
http://doeohr.weebly.com
• Remember that this is a learning experience and a
work in progress . . .