Student Learning Objectives (SLO)

Resources forMathematics

1

What are SLOs and why are they important?

Core Value of Hawaii’s Effective Educator System (EES)

Teachers are at the heart of a child’s education and profoundly impact student achievement. Thus, a high

priority is placed on the enhancement of our teachers’ professional practices and the structures

that support them.

Primary Measures of the EES

4

Improved Student Outcomes

Teacher Practice

StudentGrowth

and Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom only)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives

Student Learning Objectives (SLO)

• Are teacher designed • content-driven goals

• set at the beginning of a course• that measure student learning through an

interval of time (i.e. one school year or one semester).

5

Student Learning Objectives:

• support the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals

Hawaii Department of Education 7

SLO Process1. Identify

the learning

goal

2. Develop or select

assessment(s)

3. Establish targets based

on data

4. Plan instruction

5. Receive initial

approval

6. Implement

the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determine next steps

Learning Goal Assessments, Scoring

& Criteria

Expected Targets

Instructional

Strategies

SLO Components

What is a learning goal and where can I find resources for it?

Components of an SLO:the learning goal

The development of an SLO begins with identifying a big idea, a learning goal and the Common Core standard(s) being targeted.

What’s the Big Idea?

A declarative statement that describes a concept or concepts that transcend grade levels in a content area and represents the most important learning of the course.

A suggestion for a Math SLO “Big Idea”

Use one of the Smarter Balanced Claims

The Smarter Balanced Assessment Consortium established four claims regarding what students should know and be able to do to demonstrate college and career readiness in mathematics.

The four claims represent the big ideas that the Smarter Balanced assessments are attempting to measure

Claim #1: Concepts and Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Claim #2: Problem Solving Students can solve a range of complex and well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Smarter Balanced Claims

Claim #3: Communicating ReasoningStudents can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Smarter Balanced Claims

The Learning Goal

A statement that describes what students will know, understand or be able to do by the end of the interval of instruction.

The learning goal is grade-level specific Whereas the big idea transcends grade levels

(i.e., big ideas are important to the discipline mathematics and applicable to any grade level)

Suggestion: use the “Cluster” statements in the CCSS as the learning goal for the SLO.

Using the CCSS “Clusters” as the Learning Goal

• Go to the HIDOE Standards Toolkit http://standardstoolkit.k12.hi.us

• Point to “Common Core” and click on Mathematics

http://standardstoolkit.k12.hi.us/common-core/mathematics/

Select your grade level

Using the CCSS “Clusters” as the Learning Goal

After the Big Idea and the Learning Goal, identify the targeted standard(s)

Example: Grade 4Big Idea: Problem Solving (Claim #2)• Students can solve a range of complex and well-posed problems in

pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Learning Goal: A cluster in the Fractions domain• Students will be able to build fractions from unit fractions by

applying and extending previous understandings of operations on whole numbers.

Standards: • 4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions

1/b.• 4.NF.4: Apply and extend previous understandings of

multiplication to multiply a fraction by a whole number.– Note: both of these standards have a sub-part that focuses on problem

solving.

Depth of Knowledge

• SLOs should address learning targets that are at a minimum of a DOK level 2; • If there are DOK level 3 targets for

the course or grade level, those should be selected.

Depth Of

Knowledge

Norm Webb

Resources for Common Core Mathematics

Illustrative Mathematics: http://www.illustrativemathematics.org

Learn Zillion: http://learnzillion.com

Inside Mathematics: http://www.insidemathematics.org

Mathematics Assessment Project: http://map.mathshell.org/materials/index.php

Smarter Balanced Assessment Consortium: http://www.smarterbalanced.org/smarter-balanced-assessments/

Open Education Resources: www.oercommons.org

Bill McCallum’s blog: commoncoretools.me

Where can I find resources for instructional strategies?

Instructional StrategiesGeneral high-impact instructional practices (that all mathematics teachers should routinely employ) for any mathematics topic:• respond to most student answers with, “Why?” or “How do you know

that?” or “Tell me what you mean by that.” In other words, teachers should routinely use students’ responses (when appropriate) as a springboard to provoke further discussion about the mathematics;

• conduct daily cumulative review of critical and prerequisite skills and concepts at the beginning of each lesson (e.g., a 5-minute warm-up task);

• elicit and acknowledge the value of alternative approaches to solving mathematical problems so that students are taught that mathematics is a sense-making process for understanding “why” (not merely memorizing the right procedure for the one right answer);

• provide multiple representations (models, diagrams, number lines, tables, graphs, and symbolic expressions or equations) of all the mathematical work to support the visualization of skills and concepts and helping students make connections between concrete, pictorial and abstract representations;

General high-impact instructional practices (that all mathematics teachers should routinely employ) for any mathematics topic:• create language-rich classrooms that emphasize terminology,

vocabulary, explanations and solutions;• develop number sense by asking for and justifying estimates,

mental calculations and equivalent forms of numbers;• embed mathematical content in contexts to connect the

mathematics to the real world and everyday life situations;• use the last 5 minutes of every lesson for some form of

formative assessment (e.g., an exit slip) to assess the degree to which the lesson’s objective was accomplished and to use for planning of subsequent lessons.

Instructional Strategies

Instructional practices that may be specific to a mathematics topic or learning goal:• designing numerous opportunities for students to make

connections between data represented in tables and graphs, create equations to represent apparent relationships, and discuss the relevance of specific points and the unit rate in terms of the given situation (learning activities should include tasks in which students must either generate their own data sets or do some research to find data sets for situations of interest, not simply always being given data sets to work with);

• giving students concrete and/or pictorial representations of two related quantities and asking them to determine unit rates (e.g., teacher projects onto the whiteboard a picture showing 9 one dollar bills next to 4 cans of spam);

• modeling how to set up and reason with double number lines (or double tape diagrams);

Instructional Strategies

Instructional practices that may be specific to a mathematics topic or learning goal:• giving students a completed double number line and ask them

to create a situation to match what the diagram represents;• coordinating a small group activity in which students generate

their own data (or research a topic on the internet that includes data) representing a proportional relationship and creates tables, graphs and equations to represent the relationship

• facilitating whole class discussions in which selected students present their work and others ask clarifying questions;

• using the student discussion to help summarize the lesson by comparing the different strategies used and drawing students’ attention to the way(s) we want them to think when approached with similar situations (i.e., teaching students to think generally, not just how to do specific procedures in specific situations).

Instructional Strategies

Instructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

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(Marzano, et al., 2001)

Recommendations for Classroom Practices

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.