Mastery Objective

Importance of writing clear mastery objectives.

Transcript

1. Instructional Focus Training September 2013 F. Shah 1
2. Students need to be able to have a clear purpose for learning with mastery objectives posted and stated, and the reason for learning communicated. 2 F. Shah
3. Itinerary  Training expectations  Activator  Mastery Objective: definition and criteria  Pre-assessment data  Practice  Evaluation of training Session Outcome By the end of this training, participants will be able to explain the components of a mastery objective and identify appropriate active verbs to match the level of thinking required by the students. 3 F. Shah
4. » Take responsibility for your own learning. » Be willing to experiment with the ideas and techniques presented. » Listen to learn. » Be respectful of those speaking (limit sidebar or cell phone conversations) F. Shah 4
5. 5 F. Shah If you don’t know where you’re going, you can’t get there. -Jon Saphier and Robert Gower
6. Why is it important to write a clear mastery objective? F. Shah 6
7. 7 F. Shah If you do not have an absolutely clear vision of something, where you can follow the light to the end of the tunnel, then it doesn't matter whether you're bold or cowardly, or whether you're stupid or intelligent. Doesn't get you anywhere. By W. Herzog
8. » Research says MOs are associated with higher order learning and performance. » A study conducted found an average effect size of 20 percentile point gain for mastery objectives. By Marzano 8 F. Shah
9. Two characteristics of an effective M.O. : » Specificity: 26 point percentile gain » Level of difficulty: 26 point percentile gain 9
10. What students will know and be able to do… F. Shah 10
11. is kid-friendly is linked to standards uses an active performance verb, describing how mastery will be demonstrated begins with “student or you…will be able to…” includes stated or implied assessment may include stated or implied criteria for success. F. Shah 11
12.  Understand  know  See that  recognize that  Recognize the importance of  learn  Have a grasp of F. Shah 12
13. statement about capacity, not an activity. active verb that indicates type of thinking. new curricular knowledge or skill to be mastered. F. Shah 13
14. 1. Read paragraphs one and two from the Skillful Teacher text. 2. Review Bloom’s Taxonomy thinking levels. 3. Based on what you read and reviewed, respond to the question below: 14 F. Shah
15. Mastery Objective: What students are to know and be able to do by the end of the lesson. Example: You will be able to follow a recipe for a baked product. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Activity: What students (or teachers) do/will do. Example: Students (or you) will bake a cake. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Directions: What the teacher tells students to do. Example: 1. Read the recipe 2. Gather the ingredients. 3. Preheat the oven to 350 degrees 4. … ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Criteria for Success: Attributes or descriptors of a proficient product or performance. Example: The cake… • is fully cooked • is moist • passes the “taste test” • . . . 15 F. Shah
16. » https://www.teachingchannel.org/videos/m aking-lesson-objectives-clear 16 F. Shah
17. F. Shah Mastery Objective Yes No Explain if ‘no’ Students will interpret the meanings of conflict and theme based on favorite movies. Complete quantitative and qualitative Venn diagram to demonstrate the difference of two types of observations. Determine what operations make sense when combing quantities. 17
18. 18 F. Shah Mastery Objective Yes No Why Not an Objective?  Students will interpret the meanings of conflict and theme based on favorite movies. X  Complete quantitative and qualitative Venn diagram to demonstrate the difference of two types of observations. X -does not begin with either “you will be able to..” or “students will be able to…” -does not begin with a performance verb, but rather the activity/assessment. Revised: SWBAT explain the difference of two types of observations by completing a quantitative and qualitative Venn Diagram.  Determine what operations make sense when combing quantities. X -does not begin with either “you will be able to..” or “students will be able to…” -“make sense” is not clear. Revised: SWBAT select the operations needed for combing quantities and describe the process.
19.  Hand out authentic mastery objectives.  Read through with a partner or in small group, and select ‘yes’ or ‘no’. Explain if ‘no’. F. Shah 19
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