# student learning objectives (slo) resources for mathematics

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Student Learning Objectives (SLO) Resources for Mathematics . What are SLOs and why are they important?. Core Value of Hawaiis Effective Educator System (EES). - PowerPoint PPT PresentationTRANSCRIPT

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Student Learning Objectives (SLO)

Resources forMathematics 11What are SLOs and why are they important?Core Value of Hawaiis Effective Educator System (EES)Teachers are at the heart of a childs 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.

3Primary Measures of the EES4Improved Student OutcomesTeacher PracticeStudentGrowth and LearningClassroom ObservationsCore ProfessionalismTripod Student SurveyWorking Portfolio (non-classroom only)Educator Effectiveness DataHawaii Growth ModelStudent Learning ObjectivesHawaiis EES consists of measures to evaluate professional practices and responsibilities, and student growth and learning components of the system. These measures are: Framework for Teaching Observations, responses from the Tripod Student Survey, student growth percentiles generated by the Hawaii Growth Model, and measures of student learning as evaluated by Student Learning Objectives. 4Student Learning Objectives (SLO)Are teacher designed content-driven goals set at the beginning of a coursethat measure student learning through an interval of time (i.e. one school year or one semester).

5Student Learning Objectives are teacher designed, content-driven goals set at the beginning of a course that specifically measure student learning through an interval of time (e.g. one school year or one semester). It supports the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals.5Student Learning Objectives:support the achievement and growth of all students that aligns to daily instruction and progress monitoring with specific prioritized goals6SLO ProcessHawaii Department of Education7In order to develop and rate SLOs, we recommend a process that allows for SLO development, which includes the learning goal, assessment selection, and establishing the targets; planning for instruction; receiving initial approval; implementation of the learning goal; target revision, if necessary; analysis of assessment results; providing a teacher rating; and finally determining next steps for the teacher and students. In addition, this process includes reflecting on: enduring understandings and content standardsUse of formative instruction and strategiesuse of assessmentsmonitoring student progressdata to set targets and to determine next steps for student success.As schools engage in setting Student Learning Objectives as part of the Educator Effectiveness System, they will need to: 1) clearly communicate the elements of a high quality SLO, 2) provide opportunities to practice writing an SLO, and 3) opportunities to evaluate an SLO. The remainder of this professional development session will provide guidance for understanding the SLO template, including the meaning of each question, the process for developing a cohesive and acceptable quality SLO, and successfully using the SLO rubric for evaluating and improving the different aspects of the SLO. 7Copyright: The National Center for the Improvement of Educational Assessment (2013)These are four main components that make up an SLO. To have a strong SLO, all four components should be aligned. 8What is a learning goal and where can I find resources for it? Components of an SLO:the learning goalThe development of an SLO begins with identifying a big idea, a learning goal and the Common Core standard(s) being targeted.

10Whats 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.

One of the things the Student Learning Objective Calls for is for teachers to identify a Big Idea. This is a time for the classroom teacher to think about the most important concept or concepts they wish for their students to gain. These are not specific to a particular grade level or may not be specific to a single content area. The big idea is a target that I want my students to reach, however, the target is more of a larger/global goal that we are all working towards in order to ensure our students are on progressing to be college and career ready. 11A suggestion for a Math SLO Big IdeaUse one of the Smarter Balanced ClaimsThe 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

One source for identifying Big Ideas comes from the Smarter Balanced Assessment Consortium. The Assessment is being designed to provide evidence of four claims regarding students readiness for college or a career.12Claim #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 ClaimsClaim #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 ClaimsThe 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 specificWhereas 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.15Using the CCSS Clusters as the Learning Goal

Go to the HIDOE Standards Toolkit http://standardstoolkit.k12.hi.usPoint to Common Core and click on Mathematics

The first resources to turn to when crafting a learning goal are the standards for your grade level. Which standard or group of standards will you select for your SLO?16http://standardstoolkit.k12.hi.us/common-core/mathematics/

Select your grade levelAn important resource to turn to when crafting a learning goal are the CCSS cluster level statements for your grade level. Related standards are grouped together under in important idea for your grade level.17Using the CCSS Clusters as the Learning Goal

The first resources to turn to when crafting a learning goal are the standards for your grade level. Which standard or group of standards will you select for your SLO?18After the Big Idea and the Learning Goal, identify the targeted standard(s)

The first resources to turn to when crafting a learning goal are the standards for your grade level. Which standard or group of standards will you select for your SLO?19Example: 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 domainStudents 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.20Depth of KnowledgeSLOs 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 WebbResources 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 McCallums blog: commoncoretools.me

23Where 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;25General high-impact instructional practices (that all mathematics teachers should routinely employ) for any mathematics topic:create language-rich classrooms that emphasize terminology, vocabulary, expla

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