Secondary Curriculum, Instruction
& EL SERVICES
Explicit Direct instruction
Orientation Phase
October 2011
Orientation Phase
5-7 minutes
The teacher carries the cognitive load.
 Objectives
 Learning
 Language
 Social
 Activate Prior Knowledge
 Sub skill Review
 Universal Experience
 Communicate Expected Results
Three types of Objectives
 LEARNING OBJECTIVE: Focus is content
 LANGUAGE OBJECTIVE: Focus is Academic Language
(tied to Learning Objective)
 SOCIAL OBJECTIVE: Focus is on student interaction and
behavior during cooperative structures (i.e. pair-share)
Learning Objective
A learning Objective is a standards-based statement that
describes what students will be able to do independently at
the end of a lesson.
Language Objective
Language Objectives
1.
Target a specific language skill that can be taught
during the lesson.
2.
Must have student interaction.
Social Objective
 Social Objectives are the :
 Rules and standards for behavior
 Communicate expectations with regards to behavior and
outcomes of group interaction
 Processes and procedures as they apply to collaborative
work
TAPPLE
 Write the three types of objectives on your white board.
Share your answers with your partner.
A more in-depth look at….
LEARNING OBJECTIVES
Components of a Learning Objective
• Concepts: main ideas
• Skills: measurable behavior
• Context:
1.
2.
Resources to be used
Specific methods to be used
CONCEPT
The CONCEPT is the main idea of the Learning
Objective.
FOR EXAMPLE:
“Write a five-paragraph summary of a newspaper
article”
Summary is the concept.
SKILL
 The SKILL is the verb in the Learning Objective.
FOR EXAMPLE:
“Write a five-paragraph summary of a newspaper
article”
Write is the skill.
 The skill taught during a lesson should match the
skill required in the Independent Practice.
CONTEXT
• A CONTEXT is any specific condition under which
the Objective will be executed.
• “Write a five-paragraph summary of a newspaper
article”
The context describes the resources to be used—
newspaper article.
TAPPLE
 On your whiteboards write the three components of a
Learning Objective and share with your partner.
Where do standards-based Learning
Objectives come from?
 Standards-based Learning Objectives come right from
the state content standards.
 Content standards actually contain multiple Learning
Objectives.
WRITING STANDARDS-BASED
LEARNING OBJECTIVES
There are four steps to writing a standards-based Learning
Objective:
1.
2.
3.
4.
Select a grade-level content standard.
Identify all the concepts and skills included in the
standard.
Deconstruct, or break down, the standard into specific
Learning Objectives.
Select or create matching Independent Practice.
Step #1:
Select a content standard:
History-Social Science
Know about the life of Confucius and the fundamental
teachings of Confucianism and Taoism
Step #2:
From the content standard, identify
 Skills
 Describe
 Concepts (main idea, noun)
 Life of Confucius
 Fundamental teachings of Confucianism
 Fundamental teachings of Taoism
 Context(s) (condition if present)
 None in this particular standard
Step #3:
Deconstruct the content standard
into specific Learning Objectives
 Describe the life of Confucius.
 Describe the fundamental teachings of Confucianism.
 Describe the fundamental teachings of Taoism.
Step #4:
Select or create matching independent practive
 Independent Practice
 Oral presentation
 Class discussion
 Completing a graphic organizer
 Final Objective:
 SWBAT describe the life of Confucius through the use of a
a graphic organizer
Tapple
 Discuss the four steps to writing a learning objective
and list those steps on your white board.
Teaching the Learning Objective
to the Students
 During the EDI lesson, you always teach the Learning
Objective to your students.
Teach Learning Objectives in three
steps
 Step #1: PRESENT the Learning Objective to the
students
 Step #2: Have the students INTERACT with the
Objective.
 Step #3: Use TAPPLE to check that students can
describe the Learning Objective
Tapple
 Discuss the three steps to presenting the learning
objective to your students with your partners. Discuss at
least one method that can be used to encourage
student interaction with the standard.
A more in-depth look at . . .
LANGUAGE OBJECTIVES
WHAT IS A LANGUAGE
OBJECTIVE:
• Language Objectives are used to advance
English Learners’ use of the academic English—
already contained in a lesson—that is
necessary for them to be successful in the
lesson.
• The teacher does this by purposefully
engaging students in structured Listening,
Speaking, Reading, and Writing.
LANGUAGE OBJECTIVE SERVE
TWO PURPOSES
1. Identify and support new language.
2. Advance a student’s use of English in general so
they are more successful with the lesson.
A More In-Depth Look . . .
Social Objectives
What is a Social Objective?
• To enable students to successfully function in
a collaborative environment, teachers must
explicitly teach these interactive structures in
their classrooms through the use of social
objectives and direct instruction
Why is it important to
create opportunities for
students to Collaborate?
• Promote 21st century skills such as; critical
thinking and problem solving, communication,
agility and adaptability.
REFLECTIVE QUESTONS
1. Do I explicitly teach the behaviors I expect from my students
or do I merely engage in telling them about the desired
behavior?
2. When I deliver lessons on behavioral expectations, do I
gradually release the responsibility of the learning in that lesson
or do I show students and then expect them to do it
themselves?
3. Do my students have consistent opportunities to engage in
peer-based discussions and productive group work in the
classroom?
4. Do I use these types of interactive structures with
intentionality and purpose? Are the structures preplanned or
mostly used spontaneously?
5. Could I be more systematic and explicit in addressing student
engagement, behavior and learning for my students.
EXAMPLE OF A SOCIAL
OBJECTIVE
Think-Pair-Share - Involves a three step
cooperative structure
1. Students think silently about a question posed.
2. Individuals pair up and exchange thoughts.
3. The pairs share their responses with other
pairs, other teams, or the entire group.
Social Objective: Students will be able to actively
listen and restate their own and their partners
ideas.
A more in-depth look at . . .
ACTIVATING PRIOR KNOWLEDGE
 APK is used to provide:
 A connection between something students already know
and the new content they are going to learn.
How to Activate Prior Knowledge
 APK is done in three steps:
1.
Activate

UNIVERSAL EXPERIENCE OR SUB-SKILL REVIEW
2.
Interact
3.
Connect
TAPPLE
 Write the three steps to Activating Prior Knowledge
on your white board.
 As you are watching the EDI lesson component of APK,
be ready to identify the three steps of APK by using your
index cards:
1.
2.
3.
Activate
Interact
Connect
Activating Prior Knowledge
TAPPLE
 Discuss when the three steps of APK were
demonstrated in the video.
Communicate Expected Results
The final step to Orientation is when the teacher
communicates the results of the lesson.
Example:
 Students will complete a Graphic Organizer
 Students will complete notes on the causes of WWII
 Students will complete 10 practice problems
 Students will create an outline for their essay
This should be addressed while reviewing the agenda
for the period.
Exit Ticket
1. List the three types of objectives.
2. State the four domains from which a language
objective is written.
3. List the three components of a Learning Objective.
4. List the two methods to Active Prior Knowledge.
5. What is the purpose of a social objective?
6. Why is it important to incorporate collaboration
time into a lesson?