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Secondary Methods Objectives Overview - Coggle Diagram
Secondary Methods Objectives Overview
Develop a plan to establish a positive learning environment
Rules
Positive terms
Concise
Objective
Consequences
Give out early, quickly, and on what students care about
Increase support as behaviors escalate
Corrections are more often used
Routines
Concise amount of steps
Use for common tasks
Discuss and practice early in the year
Layout
Sensible for peer interaction and with teacher
Sense of order and organization
Make classroom accessible to all students
Move beyond threshold
Make eye contact
Positive conversation
Walk throughout classroom
Teacher voice
Stand strong and tall
Formal register
Don't engage or talk over
Align desired outcomes, assessments, and instruction
Keeping students on task
Make use of consequences and corrections, but also praise and acknowledgement
Teacher radar for off-task behavior
Present clear directions
Use standard-based objectives
Objectives based from standards to identify students' learning goals
Backward design
Identify desired results
Determine acceptable evidence
Plan instruction
Make them SMART
Specific
Measurable
Attainable
Relevant
Time-bound
Identify best type of assessment to use
How to determine
Assessment after to check understanding and determine if objectives are met
Which best provides relevant evidence on meeting objectives
Should be used to demonstrate ability to meet objective
Formative
Monitors student learning
Used during lessons
May be ongoing to provide feedback before assessing the development of learning objectives
Summative
Evaluates student learning at end of unit
Compare to standard and objective to determine student learning
Should be a final project, paper, or test to wrap up unit or lesson
Use of rubrics
Scoring and grading aligns with objectives
Criteria is taught in lesson
As few criteria as needed
Modifying instruction
Involve students in planning lessons
Ensure instructions, lessons, assessments, and any rubrics are modified for students on-level, align with any IEP’s, provided in alternate languages if necessary, and added for GT students
Use Universal Design for Learning
Personalization/Engagement- Promotes autonomy and keeps students involved and interested
Differentiation/Representation- Provide information and resources in more than one way
Individualization/Action & Expression- Varying methods of instruction, students individualize their own work
Engage students during instruction
Lessons should be made with student interests in mind
Individualizing lessons helps spark an interest
Allowing students their own choice and providing autonomy motivates students to learn
Remember that each student learns differently
Group work helps students see different perspectives
Individual practice may keep students more focused
Guided practice allows students to see it done before doing it on their own
Follow a lesson plan
Conclude by solidifying what students learn, and ensure ways to help them retain that knowledge for further use
Start with a hook to spark an interest
Personalize your lessons to meet each students’ needs
Analyze data of student understanding
Use assessments to analyze student learning
Using analysis to provide feedback
Use data to guide your future instruction
What works with one class may not work for another