Learning+Outcomes

=Learning Outcomes =

"The constant collective inquiry into 'What is it we want our students to learn?' and 'How will we know when each student has learned it?' is a professional responsibility of every faculty member" (DuFour 46). It is important to start by answering these questions as a team. Once your team has decided on the "essential learning," the results can be posted the "Learning Outcomes" of your team's wikispace. Essential learning is defined as "The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction. Essential learning may also be referred to as essential outcomes or power standards." DuFour __Learning by Doing__ p. 215

The following are some things for educators to consider when creating learning outcomes:

1. "The essential learning they establish must be aligned with state or provincial standards and district curriculum." 2. "The identified essential learning must ensure students are well prepared to demonstrate proficiency on state, provincial, district, and national assessments." 3. "The assessments created by the team must provide timely information on each student's proficiency so students who are struggling can be provided with additional time and support for learning. The assessment must also be sufficiently precise to ensure the team can ascertain the specific skills with which a particular student needs help." DuFour __Learning by Doing__ p. 46-47

Once established, a list of learning outcomes should be posted on this page of the team's wikispace as a resource. An Example of Learning Outcomes

9th grade Learning Outcomes:
 * || ** Learning Objectives ** || ** Activities/ Exercises ** || ** Assessments(Form./Sum) ** ||
 * **Reading ** || || ||
 * 1*learn and employ a number of deep reading strategies including “Marking the Text” and “Writing in the Margins” (R 2.0) || *Specific Articles and copied readings from anthology
 * Speeches || *Templates (form)
 * Written Response-summary/journal (form)
 * Essay (Sum.)-relating to Quotes taken from articles ||
 * 6* Identify types of texts, the author, and other relevant source information

|| *Articles chosen (R 2.4) || *Journal responses to outside reading activities (R 3.0)
 * Through shared readings, guide students to identify features specific to various 'types of texts'
 * Highlight as part of marking the text || *Journal entries in response to reading workshops/critical reading activities ||
 * 7*determine and analyze character traits and character relationships in a literary text (R 3.3, 3.4) || *R&J
 * OMAM
 * Odyssey
 * articles/short story
 * Open Mind diagram
 * Empathetic Writing Responses (e.g. What would this character likely do if..., Letter from one character to another explaining a situation/feelings, or from self to character, etc.)
 * Character trait juxtaposition diagram || *Quick Writes/Reading Responses
 * Final Exam/Multiple Choice
 * Response to Lit. Essay ||
 * 8* Paraphrase and summarize ideas/information in texts
 * Steps in summarizing PPT? || *Research Paper
 * Ongoing quizzes of excerpts for student summary/paraphrasing ||
 * 12*Identify universal themes in multiple works of literature

|| *reading and write poetry/Shakespearean Sonnets
 * find multiple poems or sonnets that share a common theme (not love poems) || Discussion of theme within selected texts (poems, sonnets, narrative etc) ||
 * 13*Identify stylistic elements in works of fiction such as foreshadowing, simile, metaphor, personification, irony, imagery, and analyze how they enrich the text and support tone, mood, theme, and purpose (3.6,7,8,11)

|| *Marking the text
 * PPT
 * Simpson's Odyssey Clip (foreshadowing/irony)
 * Describe behavior of inanimate characters in a cartoon (personification)
 * Multiple variations of same text with/without fig. lang. (e.g. mood/tone reflections for each piece followed by compare and contrast of reflections)
 * Describe a given picture with template, then without template
 * Mad libs || ||
 * 14*Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature (R 3.10)

|| *R & J
 * Saved By The Bell - Zack asides
 * PPT || ||
 * **Writing ** || || ||
 * 5* Identify the parts of a bibliographic entry (R 2.2)

|| CST review CAHSEE examples pre-writing, drafting, revising, editing, and proofreading; (WS 1.1; WS 1.2; WS 1.3; WS 1.4; WS 1.7; WS 1.8; WS 1.9; WO 1.3; WO 1.4; WO 1.5; LS 1.3; and LS 1.4) || *For all essays, guide students from -brainstorming, -outlining, -rough draft-per/self editing, -final publication or speech using student samples for mini-lesson || *Final published piece, journal, peer editing checklists, marked texts... ||
 * GlenCoe
 * Correct wrong examples || Quiz created from examples given
 * Create bib. entry given article info ||
 * 9* Incorporate source material (i.e. direct quotations, paraphrases, summaries) and utilize parenthetical citations (WS 1.6, WS 1.7) || *Pre-writing Activities
 * Templates (claim statements, 3 part source integration, etc.) || *Research Paper ||
 * 10* Identify and produce key components of a business letter (W. 2.5) || *Complaint Letter (to a staff person)
 * Persuasive letter to parent/guardian
 * Letter to the editor || Published Letter ||
 * 11* understand and utilize all aspects of the writing process—analyzing various prompts,
 * 15*Identify the essential parts of an essay such as thesis, transitions, paragraph structure and be able to apply them in their own writing (W 1.0) || *Marking the text || ||
 * 16*Identify and apply the elements of persuasive writing such as rhetorical devices, audience, readers’ concerns, and counterclaims (W 2.4 A-C) || || ||
 * 17* Identify and apply the elements of narrative writing such as sensory details, sequence and significance of events, setting, and character actions and feelings (W 2.1 A-E) || *OMAM
 * Templates
 * Mad Libs with sensory details packet || ||
 * 19*Identify functions of parts of speech, and apply accurate subject verb agreement, consistent verb tense, and appropriate sentence structure (W 1.3)

|| *Marking the text
 * Groups with whiteboards (groups divided by part of speech)
 * "Find Your Friend" (subject-verb agreement, then create sentence)
 * 4 sentence types || ||
 * **Vocabulary ** || || ||
 * <span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: yellow none repeat scroll 0% 0%; color: black;">2*use context clues to understand the meaning of new vocabulary words (R 1.0)

|| *pre-test from TWC in vocabulary
 * Sample q’s from CST/CAHSEE
 * read from articles/fiction
 * quizlet.com
 * skits/gestures
 * CAHSEE Prep Packets || *vocab. quizzes (form)
 * Create sentences using context clues as part of quiz
 * vocab. scatter on quizlet.com (as a class race) ||
 * 3* learn and utilize new vocabulary including academic and content words (R 1.1 and R 1.2) || *12 Power Words (PPT)
 * 30 SAT ROOT words spread throughout year-(vocab. charts/motions)
 * Hot Seat || *Apply words in content examples (form/sum)
 * Quiz (sum) Multi-choice and short answer ||
 * 4*understand the difference between denotative and connotative meanings of words (R 1.0) || *Create skits in groups that reveal a specific (assigned) tone using connotative language.
 * Examine media bias through the use of connotative words in newspaper articles
 * Word Groups listed by intensity (e.g. rage --> animosity--> hatred--> dislike, etc.) || *1st Quiz-give a words denotative & connotative meaning.
 * 2nd Quiz-Students circle and explain connotative words within a given text.
 * Cloze assessment ||
 * **<span style="-moz-background-clip: border; -moz-background-inline-policy: continuous; -moz-background-origin: padding; background: red none repeat scroll 0% 0%; color: black; font-family: Arial; font-size: 11pt;">Speaking ** || || ||
 * 18*Effectively prepare and deliver an oral presentation to a group (SA 2.1-2.6)

|| *"Stand/Deliver" from marking the text group work Tagging pages is now done in a new place. Once you have saved your changes, click on the "Page" tab and select "Details and Tags".
 * Vocab. skits
 * Used from any piece of written work
 * 2x p/month || ||
 * [[image:file:///C:%5CDOCUME%7E1%5Ctedx54%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_image002.gif width="1" height="600"]] || ||