- Separation of Skill/Method vs. Content. Do NOT make students have to do two separate tasks in one goal. Students either have to learn something (content) or show that they can do things a certain way (skill/method).
- Leave goals open-ended! Applying the UDL principles, let students show their knowledge in a variety of ways. Unless students are being tested on a specific skill or method, allow them to apply themselves in ways that allow them to show their full potential.
- Think about your verbs when writing goals. Make sure that the verb you are using, (describe, analyze, synthesize), is actually the skill that you want your students to be doing.
- Let the goal guide the lesson but not drive the lesson. The goal should be what the student should be learning by the end of the lesson, but it does not have to be a rigorous outline of the lesson. Students and teachers can keep the goal in mind while being flexible about how they come to reach that goal.
- Define the specific point of each lesson. This allows students to really understand what is going to be happening over the course of the lesson.
- Have the goal or point of the lesson in mind before designing an assessment or activity. Do not try and design goals around a specific activity that you want to do.
- Use the Common Core standards to help write goals, that’s why they are there.
- Give students ownership of goals. Always have the daily goal displayed somewhere where students can refer back, and make sure to highlight it before each lesson.
- Have each goal allow for the 5 effective teaching practices that each lesson should contain: anticipatory set, modeling, guided practice, independent practice, and closure.
- Make goals that allow for connection or relevance to the students’ lives or culture.
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AuthorJunior at Towson University. UDL learner. Cat mom. Archives
April 2016
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