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!