Creating a Lesson with Student Objectives

In my previous post I discussed creating effective student objectives. Here, I'm going to explain how to use those objectives to form a substantial lesson.

As previously stated, your student objective should include a what and a how, or an obtainable and a measurable. I always start planning my lessons with my student objectives. From here, I can decided if the actives in my lesson correlate to the objective. It is very important to be sure you are setting your students up for success. This is done by ensuring all parts of your lesson are related to the objective.

Once I have a set student objective, I then decide on the best resources to obtain the objective. For example my student objective is "We will analyze two versions of the same fairy tale by using a graphic organizer to compare" therefore, my end goal is the students will be able to identify differences and similarities across cultural texts with similar themes.

I then will create a list of guiding questions. These questions can take the form of an anchor chart, checklist for student use, or guiding questions for you to use. The method of questions will depend on your students' ability, age appropriateness, and if this is new material or material they have been exposed to before. Using the example student objective some guiding questions could be, "How is the point of view of the main characters different from text 1 to text 2?" or "Are the themes similar even though the main characters display different character traits?" or "How do the cultures differ from text 1 to text 2?" and always, always, always with the common core, expect your students to use text evidence to support their answers.

I'll then locate the lesson's resources. For my particular student objective, I want to use two versions of the same story that have enough in common and enough differences and are at the appropriate text complexity for my students to make my lesson successful.

From there, I use a skeleton of the I do, we do, you do teaching method. I personally like to make bullet notes on post-its for my lessons. It keeps me on track and allows me to "prethink" my lesson. You will need to find a system that works for you.

My "I do" section will again depend on where my students are with this particular skill. This is where I will execute my think alouds and modeling. Its important to be sure you are modeling the skill from your student objective. It is really easy, especially, in reading lessons to get off track and onto a whole other reading skill. Try to stay focused.

From here, we move into the "We do" section. This is where my guiding questions will come into play. For this lesson, we might begin to read the text together, using post-it notes to identify key themes, main idea, and character traits. Or the "We do" could just be an in-depth preview where we orally discuss some of the guiding questions as a group. Again, this will determine on where your students are with the skill. By using the guiding questions you will stay on track with your student objective.

Next, I let my students go out on their own in the "You do" part of my lesson. Since my example is of a reading lesson, I will monitor students' reading one-on-one, asking them to discuss the text when appropriate for their reading. If I notice a student is struggling with the skill, I might then start them with a think aloud. Example: "Hmmmm, this kind of reminds me of (text 1) can you help me figure out why this is familiar?" Again encourage your students to use text evidence for support.

Now so far my whole lesson has been the obtainable, or the what. The last part of my lesson will be the measurable, or the how. It might be in the form of an Exit Ticket, it depends on how you want to use it in your classroom. This should be completed independently, as it will be used to measure your students' progress. In this lesson, it's in the form of a graphic organizer. Once the students have competed the graphic organizer, you can now measure their progress. While you are reviewing the completed, measurable ask yourself, Did they grow? Have the mastered the skill? Do they need more scaffolding?

From there you can differentiate your instruction further to meet each students' needs.

Somethings to consider:
- A lesson does not have to be completed in one day. Often times lessons span over several days, and that's OK just be sure you are staying on track with your student objective.
- Students should know their objective. It's what they are working towards. Remind them of their objective several times throughout the lesson to keep them on track.
- You can and should measure student progress throughout your lesson, not just at the end. By informally monitoring how they are working within that objective, you can adjust your pacing, scaffolding and differentiated instruction. Use the formal measurement in the "I do" section for the next day's pacing.

I hope you've found this informative. Good Luck and Happy Educating!

Student Objectives

Today I am going to discuss student objectives. This is a hot button issue with the Common Core being applied to many state's curriculum, as the Common Core is upping the rigger in every grade and subject. A great lessons always starts with a strong objective. You might even call it the back bone of every lesson.

Often times teachers and administrators expect different things when it comes to writing student objectives. Administrators expect the out comes to be high level and teachers expect them to be written at the student level. I would suggest clarifying with your administrator to get their expectations before you are observed. This will not only look better on your write up, but it will lay the foundation for your future objectives.

Below I have explained what I think Student Objectives should be based on my experience and my curriculum degree.

Student Objectives should be obtainable and measurable in a lesson. In other words it is not a long term goal, it is exactly what the students will be doing during that day's lesson. Also the teacher should be able to measure the progress made toward the outcome in the lesson. After I write and objective I always ask myself "Is it measurable? Is it obtainable today?"

I frame my Student Objectives using "what" and "how", what are the students doing, how are they doing it. The what explains the obtainable, the how explains the measurable.An example of this is "We will create fact families by using addition and subtraction relationships." What are the students doing, creating fact families. How are they doing it, "using addition and subtraction relationships."  From the objective I can tell exactly what the students are doing, creating fact families. I can also tell how the teacher will measure if the objective was achieved or not, by using addition and subtraction relationships.

Many time the "How" is not abstract but a activity that will be completed. An example of this Student Objective is "We will compare and contrast 'The Three Little Pigs' and 'The True Story of the Three Little Pigs' by successfully completing a bubble map." In this objective it is clear that the skill the students will be expected to complete is comparing and contrasting and the measurable activity is completing a bubble map. As you can see the creation of a bubble map is what the teacher will be using to measure student progress. I especially like that the teacher added in "successfully" because it raises the bar for students. They are now expected to do the bubble map correctly in order to achieve this objective.

I also want to let you know that I use a Critical Thinking Educational Wheel when I write my objectives. They are wheels based on Bloom's Taxonomy that give example of verbs for each level. This tool really helps me to lock in on what is expected of my students and what I need to do to get them there. If you do not have one, I strongly urge you to purchase one. They are wonderful tools.

The last idea I want to discuss today is the actual writing of the Student Objectives. I like to highlight, box or underline important parts of the objective. Please see below:

We will create fact families by using addition and subtraction relationships.
We will compare and contrast 'The Three Little Pigs' and 'The True Story of the Three Little Pigs' by successfully completing a bubble map
We will write an expository text explaining 'How to' by using our flow charts and prewriting.

I hope you found this information helpful. My next post will be all about how to use your Student Objectives to create a lesson.

Good Luck and Happy Educating!

Word Walls

Word Walls are a resource for your students in the classroom. They are exactly as stated words on your walls. In my professional opinion every subject should have a word wall. This would allow for students to reflect back on areas previously taught and allow for cross-curricular references.

Helpful Word Wall Tips:

The font of the words need to be large enough for students to see from across the classroom.

Word Walls should be blank at the beginning of the school year. No word should be added to the word wall without introducing it to the students first.

A Literacy Word Wall should be categorized by the beginning letter. This will allow for students to refer to it by beginning sound of the word. Students should reflect back to the word wall when writing and reading, especially in the younger grades. When helpful add a picture or an icon to the words. As an example I add a question mark to all of the questions words on my Literacy Word Wall, (who, what, where, when, why). You should keep this Word Wall up all year and add to it as the year progresses.

Word Family Word Walls are set up the same as Literacy Word Walls, however they are organized by vowels. An example of this is "A: _at, _an, _ap." I always have a visual with these words.

Math Word Walls should be categorized by subject. Examples being addition, subtraction, telling time, and geometry. These words should always be accompanied by a picture or an example or the word. An example of this is "plus sign: 4+2=6" This set up allows for students to locate the category of their learning and see a visual. Many math concepts are complex and abstract. Having a visual along with your word aides the students in accessing their schema and are more likely to remember the vocabulary word. You should keep this Word Wall up all year and add to it as the year progresses.

Science and Social Studies Word Walls should also be displayed by category. Much like the Math Word Wall visuals should be accompanied with the words. Depending on how your curriculum is mapped out, you might want to take down these Word Walls after the semester, trimester, or quarter. The only reason I suggest this is because you will most likely run out of wall space.

I hope you found this entry helpful. If nothing else, the take away I want you to have is "Do not add words without introducing them to your students first!"

Good Luck and Happy Educating!

Anchor Charts

Anchor Charts are fabulous resources for any age classroom. They provide a resource for students to refer to throughout their time in your classroom. Anchor Charts have been widely researched and documented as successful classroom tools.

Here are some Anchor Chart tips:

An Anchor Chart typically provides basic information taught during the beginning of a unit lesson.

Anchor Charts are made WITH your students, I repeat WITH your students. So often teacher post an chart on the wall and the students have no idea what it says or means. The purpose of an Anchor Chart is to be a student resource, therefore they must know what it means. Also when the students create or help create them they have ownership over the chart and are more likely to utilize it down the road. 

They should be evidence of student learning. This can be accomplished with the use of post-it notes, when age and skill level appropriate. 

Anchor Charts should change with student learning. As students move through the standards so should your charts, again they are working resources. 

Finally they should be accessible for students. Don't just hang them up in a spot because that's where you have wall space. Find a space on your wall where students are most likely to utilize the chart and post it there. Typically their eye level works best!

Those are just a few tips about using Anchor Charts. Hopefully you use them in your classroom. 

Good Luck and Happy Educating!