Six Big Ideas

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Six Big Ideas

• Standards of Pedagogy

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1 Clear Learning Goals

• Definition Consists of two components
• a. Content clarity (clear nouns)
• b. Performance clarity (clear verbs)
• We cannot realize the full potential of a goal
  until we describe the Level of Thinking/Doing we
  want the learner to accomplish with the content.

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1 Clear Learning Goals
Teachers who are explicit about Blooms taxonomy
have higher student achievement.
Blooms Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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1 Clear Learning Goals
A teachers goal clarity prior to the lesson is
very closely linked to student achievement.
Performance
Content
General
Specific
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NCSCOS

• Grade 1 Language Arts
• Competency Goal 1 The learner will develop and
  apply enabling strategies and skills to read and
  write.
• 1.01 Develop phonemic awareness and demonstrate
  knowledge of alphabetic principle
• count syllables in a word
• blend the phonemes of one-syllable words
• segment the phonemes of one-syllable words
• change the beginning, middle, and ending sounds
  to produce new words
• 1.02 Demonstrate decoding and word recognition
  strategies and skills use phonics knowledge of
  sound-letter relationships to decode regular
  one-syllable words when reading words and text,
  recognize many high frequency and/or common
  irregularly spelled words in text (e.g., have,
  said, where, two)

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Behavior
Learning
Objective
STEP 1
STEP 2
GeneralBehavior
GeneralLearning
General
Specific
SpecificBehavior
SpecificLearning
STEP 3
STEP 4
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STEP 5
General Behavior
General Learning
SpecificBehavior
Specific Behavior
BREAKDOWN AND SEQUENCE
SpecificLearning
SpecificLearning
SpecificLearning
TASK ANALYSIS SUB OBJECTIVES
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STEP 6
Knowledge
Comprehension
General Learning
General Behavior
(Level of Blooms)
SpecificLearning
SpecificBehavior
(Blooms Verbs)
Explain
List
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1 Clear Learning Goals

• Insight Only 3 of the adult population
  report having clear, written goals for their
  life. Of this 3, 95 report achieving those
  goals.
• Question What would your school look like if
  every teacher had clear, written goals?

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2 Congruency

• Definition The ability of the teacher to
  create an exact match between the activities in
  the classroom and the clear learning goal.
• Learning centered teachers plan activities that
  are congruent to the learning goal.

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Lost Time

• Some research shows that as much as 20 of class
  time is lost to tasks other than instruction.
  That is why clear focused objectives are critical
  to student learning and why teachers actions
  must support that objective. 

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Teacher Actions

• The four teacher actions are
• 1    Generate INFORMATION relevant to the
  objective.
• 2.    Generate RESPONSES relevant to the
  objective.
• 3.    Generate ACTIVITIES relevant to the
  objective.
• 4.    Generate QUESTIONS relevant to the
  objective.
• A simple mnemonic device will help you remember
  these four teacher actions.
• I        InformationR      ResponseA     
  ActivitiesQ      Questions

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GENERALBEHAVIOR
GENERALLEARNING
BloomsCategory
SpecificSubject or Content
Specific Bloom Verb
Specific Content or Lesson
IRAQ
SPECIFICBEHAVIOR
SPECIFICLEARNING
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Correlation vs. Congruency

• Correlation an approximate match
• Congruency an exact match
• Thought Teachers who see the nuances between
  congruency and correlation produce the most
  student success, especially at the lowest
  quartile.
• --Mike Rutherford

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2 Congruency

• Analogy Creation of a PowerPoint
• Goal The student will create a travel brochure
  using information from three on-line sites.

Congruent Student applies information literacy
strategies to create a brochure
Correlated Student creates an attractive
brochure
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3 Diagnosis

• Definition Determining what a student already
  knows and can apply to a learning goal (Prior
  Knowledge). Diagnosis determines the level at
  which the student starts.

Zone of Proximal Development
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3 Diagnosis

• Methods of Diagnosis
• Formal diagnosis use of standardized tests and
  assessments
• Informal diagnosis use of quick check
  measures (ex. Trial math problems, TI-Navigator)
• Inferential diagnosis informed guessing

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4 Task Analysis

• Definition A roadmap to the learning goal a
  sequenced set of essential sub-learnings.
• Task analysis serves to match the level of the
  learning task with the students level of
  readiness.

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4 Task Analysis

• Building a Paper Airplane

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5 Overt Response

• Definition Obtaining proof of learning
• The teacher must literally be able to see, hear,
  touch, taste or smell student responses to verify
  their understanding.
• Analogy Meg Ryan Russell Crowe
• Proof of Life

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5 Overt Responses

• Critical Attributes
• All - All the students, no sampling or guessing
• Overt - Must be able to see, hear, touch, taste,
  smell, verify
• During Not at the end of the day, week, unit,
  chapter

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6 Mid-Course Corrections

• Definition The teachers ability to begin with
  a clear learning goal and the ability to be
  flexible and adapt based on the learners
  responses.
• Thought Effective, experienced teachers also
  recognize the need to reteach and often do so.

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6 Mid-Course Corrections

• Six Options
• Practice
• Reteach
• Abandon
• Move on
• Extend
• Connect

Teachers build in practice at the cusp of
mastery.
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6 Mid-Course Corrections

• An Overview from
• Mike Rutherford
• Carolinas Aviation Museum