- Minnesota Academic Standards and grade level benchmarks
- Content standards from professional organizations in your discipline (such as NCTM, ILA, or NCTE)
- District guidelines
- Grade level expectations
- Classroom curriculum maps
- Curriculum scope and sequence charts or pacing charts
Learning Goal
What is the learning goal you have identified for your learners?
The learning goal is an overarching statement that:
- describes the overall purpose of the lesson,
- describes in broad terms what the learner will gain from the instruction or learning experience,
- is usually articulated in more general terms than the objective,
- indicates the relationship of the lesson to the curriculum, program, and/or standards, and
- when relevant, may also identify which developmental domain (physical, social, emotional, cognitive, language, moral/spiritual) is the primary focus of the lesson.
A learning goal for the lesson should be identified first because it will help you think comprehensively about your teaching and the connection of the lesson plan to a larger all-encompassing goal or a state or national standard about alignment with the central focus of the lesson (Standards, Curriculum Frameworks). Identifying learning goals will increase your ability to clearly identify the intent of your teaching (and of course the students’ learning.) as well as guide you in composing a plan that supports curriculum and program goals.
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As you begin to plan your lesson, you will begin by determining the central focus of your lesson. In addition to considering the academic and developmental needs of your students, you will develop lessons based on the curriculum priorities of your school and district. The following is a list of sources and resources that you may use when you develop the central focus of your lesson.
- Minnesota Academic Standards and grade level benchmarks
- Content standards from professional organizations in your discipline (such as NCTM, ILA, or NCTE)
- District guidelines
- Grade level expectations
- Classroom curriculum maps
- Curriculum scope and sequence charts or pacing charts
Learning Goal
What is the learning goal you have identified for your learners?
The learning goal is an overarching statement that:
- describes the overall purpose of the lesson,
- describes in broad terms what the learner will gain from the instruction or learning experience,
- is usually articulated in more general terms than the objective,
- indicates the relationship of the lesson to the curriculum, program, and/or standards, and
- when relevant, may also identify which developmental domain (physical, social, emotional, cognitive, language, moral/spiritual) is the primary focus of the lesson.
A learning goal for the lesson should be identified first because it will help you think comprehensively about your teaching and the connection of the lesson plan to a larger all-encompassing goal or a state or national standard about alignment with the central focus of the lesson (Standards, Curriculum Frameworks). Identifying learning goals will increase your ability to clearly identify the intent of your teaching (and of course the students’ learning.) as well as guide you in composing a plan that supports curriculum and program goals.
You may hear the terms goals and objectives used interchangeably. However, this is wrong; they are different. The difference between learning goals and objectives is practical and somewhat sequential. In lesson planning, goals refer to the broad “ambition” for what students will learn. The objectives are the “specific, measurable competencies” that are used to determine if the goal has been met.
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Example of Lesson Objectives Aligned to a Goal and Standards | ||
Goal | Standard(s) | Objective(s) |
Mathematics 5-8 Have students understand and explain that many different triangles can have the same area. | MN Mathematics 5.3.2.1 Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles.
NCTM grades 3-5 Measurement Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way.
| 1) Using a sheet of grid paper, students will be able to draw six differently shaped and oriented triangles (including acute, right, and obtuse examples) that all have the same base and height measurements. 2) Using triangle diagrams and referring to measurements and the triangle area formula, students will be able to explain how different-looking triangles can have the same area.
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I CAN Statement: I can show and explain how different looking triangles have I CAN Statement: I can show and explain how different looking triangles have the same area.
Continuity of Lessons
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- how students’ learning from previous lessons will be applied in this current lesson,
- the specific prerequisite knowledge and/or skill that is necessary for students to successfully engage in this lesson; i.e. the student learning you will be building on in the current lesson,
- where or when students previously learned or engaged in the necessary prerequisite knowledge and/or skills and how you have (or can) determine whether or not students actually have the prerequisite knowledge and skill,
- when or where in the next or later lessons and learning activities students will be applying the learning from this lesson, and
- what specific knowledge and/or skill will students be accountable for applying to those future lessons or activities and how they be expected to use it.
If you are in a field placement, these should be discussed with your cooperating teacher so you understand the context within which your lesson fits. As part of your discussion with your cooperating teacher, find out what type of student assessment data may have been collected. Use the results of the assessment data to inform your lesson planning.
If your lesson is an introductory lesson to a new unit, it is still necessary to describe what preceded this lesson and how students performed as this information will guide the decisions you make about content, activities, grouping, and further assessment.
Sources Used: (These probably need to go with the full list of resources and not here.)
Dean, C.; Hubbell, R.; Pitler, H.; & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. 2nd ed. ASCD.
Marzano, R. (2013). Art and science of teaching- Targets, objectives, standards: How do they fit? Educational Leadership, 70(8). Retrieved from
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- it.
If you are in a field placement, these should be discussed with your cooperating teacher so you understand the context within which your lesson fits. As part of your discussion with your cooperating teacher, find out what type of student assessment data may have been collected. Use the results of the assessment data to inform your lesson planning.
If your lesson is an introductory lesson to a new unit, it is still necessary to describe what preceded this lesson and how students performed as this information will guide the decisions you make about content, activities, grouping, and further assessment.
Transform the objective into a learner-friendly/"I Can" statement:
"I Can" statements help learners know what they are aiming for. "Learning Goal" or Learning Target" are terms also used along with "I Can" Statements. When learners are aware of what they learning and how to achieve it they can be more successful and record their tasks as completed. Statements need to be written in learner-friendly, developmentally appropriate language, spoken, written so learners can see them and referred to during the enacted teaching and at the closure of a lesson.
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Material for Appendix:-- Needs to be moved to Appendix with Bloom's Material
Writing effective learning objectives
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