Stage 2: Determine Acceptable Evidence

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Stage 2 Determine Acceptable Evidence

• Making the
• Goal Assessment Lesson/Activity Connection
• Susan. M. Connolly
• Central Washington University

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Goals AssessmentsConnection

• The process, in general terms
• Read your goal
• Ask What evidence can show that the students
  have achieved this goal?
• Describe that evidence!

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The process First generate questions

• Read your goal
• Brainstorm several questions
• Think like an investigator what will help us to
  unpack this goal?
• The guiding questions you have created for your
  unit plan project are examples of these types of
  questions.

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Example

• GOAL Students will understand the cultural
  contributions of coffee houses and espresso
  stands to the CWU experience

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Questions

• What was CWU like before coffee houses or
  espresso stands were available?
• Are they an important part of life at CWU now?
• What does the popularity of the coffee houses
  tell us about CWU students and staff?
• What does the popularity of coffee houses tell us
  about our culture and its impact on CWU?

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Your turn!

• With a partner, brain storm a goal regarding an
  appropriate social studies topic. For example
  The Power of One Citizens Who Have Made a
  Difference, or a topic of your choosing
• Write the goal and generate a list of 3 guiding
  questions. SWU Students will understand.

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What will the student KNOW and be able to DO at
the end of the learning segment?

• Write specific learner outcomes
• SW compare and contrast CWU before coffee houses
  and the present, identifying 2 similarities and 2
  differences
• SW clearly describe students investigative
  procedure and students conclusion regarding the
  coffee culture - CWU connection.
• SW state evidence from resources to support each
  assertion and students conclusion
• SW identify at least 2 interviews and 2 other
  reputable resources, appropriately cited.

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Next, Identify Products

• Ask yourself What products can students create
  to demonstrate these learner outcomes?

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Goal and learner outcomes

• GOAL Students will understand the cultural
  contributions of coffee houses and espresso
  stands to the CWU experience
• SW compare and contrast CWU before coffee houses
  and the present, identifying 2 similarities and 2
  differences
• SW clearly describe students investigative
  procedure and students conclusion regarding the
  coffee culture - CWU connection.
• SW state evidence from resources to support each
  assertion and students conclusion
• SW identify at least 2 interviews and 2 other
  reputable resources, appropriately cited.

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Possibilities

• Create a poster or other graphic comparing
  pre-coffee CWU to now
• Make a presentation
• Other ideas?

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I, the teacher, have decided

• As evidence for achieving this goal - "Students
  will understand the cultural contributions of
  coffee houses and espresso stands to the CWU
  experience and the specific learner outcomes
  Students can
• Create a poster
• OR
• Create a presentation

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Description of final product

• In a poster or a presentation, students will
• SW compare and contrast CWU before coffee houses
  and the present, identifying 2 similarities and 2
  differences
• SW clearly describe students investigative
  procedure and students conclusion regarding the
  coffee culture - CWU connection.
• SW state evidence from resources to support each
  assertion and students conclusion
• SW identify at least 2 interviews and 2 other
  reputable resources, appropriately cited.

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Your Turn!

• Write the specifics learner outcomes for meeting
  the goal using the critical attributes for
  learning objectives What will students think
  about? What will students do?(review concept
  formation lesson)
• With your partner, discuss performance options
• Choose two options

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Ahhh.. Those Rubrics

• A rubric is directly connected to the task
  objectives
• In either a poster or a presentation, students
  will
• SW compare and contrast CWU before coffee houses
  and the present, identifying 2 similarities and 2
  differences
• SW clearly describe students investigative
  procedure and students conclusion regarding the
  coffee culture - CWU connection.
• SW state evidence from resources to support each
  assertion and students conclusion
• SW identify at least 2 interviews and 2 other
  reputable resources, appropriately cited.

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Rubric Learner outcome 1

• Target Explanation is clear and complete with 2
  similarities and 2 differences identified and
  supported by facts from resources (x points)
• Developing Explanation is partially complete.
  Reader has questions. Less than 2 similarities
  and 2 differences identified and not all
  assertions supported with facts (y points)
• Minimal Reader is uncertain of students
  explanation. Little to no evidence of
  similarities or differences identified and few or
  no supporting facts provided (z points)

• Poster or presentation compares and contrast CWU
  before coffee houses and the present, identifying
  2 similarities and 2 differences

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Rubric Learner outcome 2

• Target Detailed explanation of research process
  and students conclusion. Evidenced cited is
  appropriate to support conclusion. Reader has no
  questions (x points)
• Developing Students explanation is incomplete
  and/or unclear conclusion does not match
  research (y points)
• Minimal little explanation or conclusion
  evidenced (z points)

• Poster or presentation clearly describes
  students investigative procedure and conclusion
  regarding the coffee culture - CWU connection.

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Rubric Learner outcome 3

• Poster or presentation includes at least 2
  interviews and 2 other reputable resources,
  appropriately cited

• Target at least 4 sources cited appropriately
  (x points)
• Developing 3 sources cited appropriately or 4
  sources with some errors in citation (y points)
• Minimal less than 3 sources cited or more than
  1 source is cited inappropriately (z points)

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Your turn!

• With your partner, use your specific learner
  outcomes to create a rubric with 3 descriptors of
  levels of performance.

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Stage 3 Planning Learning Experiences
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Stage 3 Choosing Learning Experiences

• In general, you will now decide what students
  will DO to be successful in achieving the desired
  results
• Remember All your instructional decisions are
  based upon the targeted goal, as expressed in the
  specific learner outcomes!
• Design the lessons with the end in mind!

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• GOAL Students will understand the cultural
  contributions of coffee houses and espresso
  stands to the CWU experience
• In either a poster or a presentation, students
  will
• SW compare and contrast CWU before coffee houses
  and the present, identifying 2 similarities and 2
  differences
• SW clearly describe students investigative
  procedure and students conclusion regarding the
  coffee culture - CWU connection.
• SW state evidence from resources to support each
  assertion and students conclusion
• SW identify at least 2 interviews and 2 other
  reputable resources, appropriately cited.

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Questions to address!

• What is the language function and how? will I
  teach it?
• What skills are needed (expressed in learner
  outcomes)?
• What learning experiences (steps) will best
  enable students to develop the understanding and
  skills needed?
• What methods and resources would be most
  beneficial to use?

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Learning Experiences

• Some ideas
• Survey those who have been at CWU longer than
  coffee .AND
• Interview a variety of students regarding their
  coffee habits/opinions. Compare the responses
• What skills are needed for these tasks?

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Learning Experiences

• Research other campuses - compare the prevalence
  of coffee houses/espresso stands per capita
• Research the community and compare the prevalence
  of coffee houses/espresso stands per capita to
  another community
• What skills are needed for these tasks?
• Other ideas?

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Remember

• When planning the learning experiences ( lessons)
• 5 components of Powerful Teaching and Learning (
  Active, meaningful, values-based, challenging,
  integrative)
• Activate and/or building background
• Provide scaffolds for the process, concepts, and
  academic language demands
• Encourage language use and cooperative learning
• Use a variety of media and materials

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and

• MI as entry points into the learning
• Target HOTS and critical thinking - Use the HOTS
  as the verbs for your objective
• Choose methods that are appropriate and engaging
• Consider the academic language demand and the
  scaffolds needed to engage in the lesson
• The lesson plan evaluation tool may help!