Goals and Objectives
Rewrite this objective so it is measurable: “Students will understand fractions by looking at a pie.
TSW write a fraction for a given portion of a whole pie.
Name one strategy to activate background knowledge.
Read a book/story, look at an artifact,KWL chart, quickwrite, brainstorm, connection question, etc.
Convert this activity to high engagement: Teacher reads a paragraph to students about making lemonade.
Students make lemonade.
Name a scaffold for developing language learners.
Sentence frames, word banks, visuals, modeling.
Why isn't “Does everyone understand?” effective?
t produces no evidence of student thinking.
What is one key difference between a goal and an objective?
Goals are broad; objectives are specific, measurable steps.
What is schema?
Mental structures or prior knowledge used to make sense of new information.
What are some ways that you have engaged students during lessons?
varied
What is the purpose of scaffolding?
To provide temporary support toward independent mastery.
What makes feedback actionable?
It tells the student what to do next.
What is missing in this objective? “Students will learn to multiply numbers."
A measurable verb
Why activate background knowledge before teaching new vocabulary?
It helps students connect new learning to prior learning.
Why do we want to think about levels of student involvement in learning.
Student engagement facilitates deeper understanding.
Student understands concepts but struggles to write them in formal sentences. What scaffold might you use?
Sentence frames, graphic organizer, oral/signed rehearsal.
Convert this to actionable feedback: “Nice job on your writing!”
“Your claim is clear; add another evidence piece to strengthen it.”
Turn this goal into a measurable objective: Students will learn vocabulary.
Students will match words to definitions.
Tell why this teacher probe is probably not appropriate for most classrooms: “Who has visited the Amazon rainforest?”
Relies on niche/exclusive experiences; not equitable.
Which elevates learner engagement - A. Have the students watch a video about how memes are made B. Have the students work in pairs to create a meme.
B. Have the students work in pairs to create a meme.
Which is a stronger scaffold? A. “Do your best.” B. Model how to solve the problem.
B. Model how to solve the problem.
What is a lower level cognitive probe?
Recall, remember.
Which objective has higher cognitive demand?
A. List three causes of the Civil War
B. Evaluate which cause had the greatest impact
B — Evaluate.
It's almost Halloween! How can a teacher find out what students know about the holiday?
various answers
True or not true - Learning must be fun in order for it to be engaging.
Not true. Learning can be enjoyable. But fun alone doesn’t define engagement. Flashy visuals, entertaining videos, and amusing graphics capture learners’ attention. However, real engagement comes from the desire to learn and apply knowledge.
Why remove scaffolds gradually?
To ensure independent mastery of skills.
Analize, apply.