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Annotating Learning Objectives
Annotating Learning Objectives
Start with a Spark: Annotate the Objective!
Start with a Spark: Annotate the Objective!
Imagine that you walk into a restaurant for the first time. There are no menus on the table or the wall and the minute you enter, you are asked to order. Huh? You have no idea what is being offered!
This is how Multilingual Learners (MLs) feel when they enter a classroom and are expected to understand what is happening (and why) without any clear goal being discussed.
Spending a few minutes at the beginning of class orally discussing the learning objective and highlighting key vocabulary is like going into a restaurant with a solid menu item displayed on the wall and a knowledgeable server there to explain your choices.
Why Annotate Learning Objectives?
Why Annotate Learning Objectives?
It may take 5-10 minutes the first time, but after a few classes students will know what to expect and it will only take 2-3 minutes.
The time invested in presenting the objectives clearly will eliminate confusion and save a significant amount of time that might otherwise be spent reiterating the purpose of the day's lesson.
The language in the objective can be used throughout the unit to keep students grounded in the skills they will be assessed on (clarity of experience in a unit)
Breaking down the objective ensures that all students start from the same place of understanding in order to demonstrate their best work (equity of experience in a unit).
Helps set students up for more effective self and peer feedback opportunities.
Opportunity to teach sight words/high frequency words in context. Context is essential for MLs!
How to Annotate Learning Objectives
How to Annotate Learning Objectives
Introduce the restaurant metaphor, taking time to ensure that all students are sharing their experiences. It is absolutely vital that students understand and accept the importance of analyzing the objective because this process will be done on a daily basis.
Read the objectives aloud, with the goal of eventually having a student read them.
Randomly select a student to list any key words or words they do not understand.
Underline these words and work through them one by one, asking students to rephrase or define key words. Add these words, phrases, and definitions to the side as well as some quick visuals.
Have students turn and tell a partner what the goal of the lesson for the day is in their own words.
Invite one or two students to share what they or their partner said.
Don't forget to review and assess understanding in the middle or at the end of the lesson. See how many times you can have students verbalize the key words throughout the lesson and use them in writing.
Exit Ticket Idea - provide a sentence stem that relates to the objective for students to complete at the end of the lesson in order to assess learning!
Annotating Learning Objectives: A Process
Annotating Learning Objectives: A Process
Annotating Learning Objectives comes from "Motivating ELLs: 27 Activities to inspire and engage students" by Dr. Lora Beth Escalante.
Gave it a try? Great! Tell us how it went and be entered into a drawing for a chance to win a prize! You can also share your Annotated Learning Objectives by sending photos to jamie_cook@charleston.k12.sc.us
Gave it a try? Great! Tell us how it went and be entered into a drawing for a chance to win a prize! You can also share your Annotated Learning Objectives by sending photos to jamie_cook@charleston.k12.sc.us
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