4 Easy Steps to a Helpful Content Goal Worth Writing
4 Easy Steps to a Helpful Content Goal Worth Writing
Levels PK-12 Content - Any
Why take the time to write and post a content goal when you already know the standard in your head and know what you want students to do? Do students even look at or use the content goal? These are important and valid questions, especially when time to plan and prep lessons is in short supply. The evidence is clear, though... the effect size on learning is significant when students own the goals and can clearly articulate what they are learning and what success looks like (Hattie, 2018). The process of learning should not be a mystery (Berger, 2019), and clear content targets establish what students will learn or be able to do by the end of a lesson or series of lessons. Whether you call them targets, goals or objectives does not matter; what matters is that the learning is clearly defined and actively discussed with students. The content goal specifies which key concepts are the focus and to what depth students will learn them. Read more for the 4 easy steps to writing a content goal.
READ
READ
Content goals are aligned clearly to a standard, they match a level of Bloom's Taxonomy or Webb's Depth of Knowledge, and they are measurable. 4 steps to writing a content goal:
Identify the key idea from the standard, using your Curriculum documents and Scope & Sequence.
Determine the cognitive level froom Bloom's or Webb's DOK (see choose a power verb strategy for more detail)
Decide what students will DO in order to show they learned the concept; must be measurable and observable (i.e." identify the main idea and 3 details from chapter 7" is whereas " understand main idea" is not).
Write a goal that has the key concept, depth of understanding and the measurable activity ( i.e I can explain the reasons for and the rights provided by the 15th amendment of the U.S Constitution by creating a news show in groups of 3.)
PRO TIP
PRO TIP
Display the goal in the same place in your classroom each day, and have students read the goal aloud, discussing unfamiliar words or drawing pictures to clarify.
K-12 EXAMPLES (Seidlitz, 7 Steps, p.121)
In which phases of the instructional model might this strategy be used?
In which phases of the instructional model might this strategy be used?
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