Task: , Theme:

1

Task , Theme

Planning
Begin with the End
Based on Teach Like A Champion by Doug Lemov.

• Start your planning by carefully examining the
  objective.

• Scrutinize the state standard when you begin.

Reminder Our standardized test writers start by
examining the state objectives.
Step 1 They carefully examine the state
standards.
Step 2 They determine the scope and limits of
the standard.
Step 3 They determine the appropriate rigor
level.
Step 4 They determine the appropriate type of
question.
Recommendation Use this same process with your
lessons.
2

According to DuFour, Eaker, and Marzano, the
first Big Idea for a PLC is to determine what
we want students to learn.
Begin with the end in mind
3

Suggestion Convert the objective into an
Essential Question to help you determine
exactly what you expect your students to learn
and know.
Example (Tennessee 8th Grade Science)
SPI 0807.5.2 Adaptations
Analyze structural, behavioral, and physiological
adaptations to predict which populations are
likely to survive in a particular environment.
Too broad, difficult to assess mastery
Essential Question(s) 1) How do organisms adapt
their behavior in order to survive? 2) How do
organisms adapt their physical structure in order
to survive?
More specific, easier to assess mastery
4

4M Begin with the End
1) Made First
2) Most Important
3) Measurable
4) Manageable
1) Made First

• The objective comes first.

• Your presentation, activities, and assessments
  should be concretely aligned with the objective.

Ask Yourself How is this connected to the
objective?

• If you cannot readily confirm that your lesson or
  activity is clearly aligned with the objective,
  then you should consider modifying or
  eliminating it.

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1) Made First
2) Most Important
3) Measurable
4) Manageable
2) Most Important

• Effective objectives focus on critical
  information and/or skills.

• We can re-word our state standards to improve
  clarity.

Example (Tennessee 8th Grade Science)
SPI 0807.9.9 Periodic Table Use the periodic
table to determine the properties of an element.
Too broad, difficult to assess mastery
Reworded Version Use the periodic table to
determine the atomic number, atomic mass, number
and type of sub-atomic particles, reactivity,
number of electron shells, and the number of
valence electrons in an atom.
Even better, break this down into several smaller
objectives.
Much more specific, includes critical skills
6

1) Made First
2) Most Important
3) Measurable
4) Manageable
3) Measurable

• Effective objectives are clearly measurable.

• Again, we can re-word our state standards to
  improve them.

Example (Tennessee 8th Grade Science)

• SPI 0807.9.11 Law of Conservation of Mass
• Recognize that in a chemical reaction the mass of
  the reactants is equal to the mass of the
  products.

Measuring recognition is difficult
Reworded Version Examine chemical equations and
determine if they are balanced by comparing the
amount of atoms on each side of the equation.
Much more specific, easier to measure
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1) Made First
2) Most Important
3) Measurable
4) Manageable
4) Manageable

• Effective objectives should be able to be taught
  in one lesson.

• Again, we can re-word our state standards to
  improve them.

Example (Tennessee 8th Grade Science)

• SPI 0807.9.12 Acids and Bases
• Identify the basic properties of acids and bases.

Challenging to teach about acids and bases in a
single lesson.

• Reworded Versions
• 0807.9.12.A -Identify the basic properties of
  acids.
• 0807.9.12.B -Identify the basic properties of
  bases.

Better to teach about acids on one day and bases
on the next day.