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Aligned Learning Objectives/Unpacking Math & ELA Standards 

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Aligned Learning Objectives/Unpacking Math & ELA Standards 

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

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WA Learning Standards & Instructional Materials 

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WA Learning Standards & Instructional Materials 

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Office of Superintendent of Public Instruction

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As required by state law, OSPI develops the state's learning standards (RCW 28A.655.070) and oversees the assessment of the learning standards for state and federal accountability purposes. Learning standards define what all students need to know and be able to do at each grade level.

Four learning goals provide the foundation for the development of all academic learning standards in Washington state:

1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;

2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;

3. Think analytically, logically and creatively, to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and

4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.

Learning Standards & Year of Adoption

Our learning standards are developed through collaborative, public processes informed by educators, administrators, community members, parents and guardians, and stakeholder groups across the state and nation.

Standards Implementation

Achieve: This website helps states, districts, and others understand the organization and content of the standards. Resources include instructional support and alignment resources, as well as implementation planning tools.

Achieve the Core: This website is dedicated to helping students and teachers see that their work will lead to greater achievement. Resources include lessons, student writing samples, tools for planning, and professional development modules.

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Learning Standards & Instructional Materials

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As required by state law, OSPI develops the state's learning standards (RCW 28A.655.070) and oversees the assessment of the learning standards for state and federal accountability purposes. Learning standards define what all students need to know and be able to do at each grade level.

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Aligned Learning Objectives/Unpacking Math & ELA Standards 

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Aligned Learning Objectives/Unpacking Math & ELA Standards 

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Learning Goals and Objectives in Course Design

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Learning Goals and Objectives in Course Design

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Learning goals are broad, general statements of what we want our students to learn and provide:

Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be made clear at the planning stage.

An instructor can use those goals as a roadmap to prepare an online class. In this article, we are going to explore in-depth the role of Learning Goals and Objectives in course design and how to prepare a lesson plan based on them.

Defining Learning Objectives

The best way to use goals as a roadmap for a course design is to make them more clear and concise by determining specific learning objectives.

Learning Objectives are measurable subgoals of a lesson and inform particular learning outcomes.

Writing learning objectives keeps you focused and helps you in planning. This is easily achieved with the use of action verbs that describe learner capabilities at the end of a course.
From the learners' point of view, objectives help them understand what the instructor expects of them and what they must expect of themselves.

What is the Difference Between Goals and Objectives?

Many people confuse the definitions of goals and objectives, and often confuse the terms.

Learning goals are long-term, broad, and achievable, but not necessarily measurable.

On the other hand, learning objectives are also referred to as learning outcomes because they are immediately linked to the expected outcomes; what we can expect learners to be able to do by the end of the course.

Learning objectives can then be broken down into small learning activities, or assessments.

Changing one of these three components greatly affects the other two. So, this process is dynamic while planning course content. The table below can help you understand how goals differ from objectives:

Is it clear enough yet?

Now, let's see a real example of an instructional goal vs. the objectives in an Art course and Photoshop course:

Learning Objectives

- Learners will be able to identify. whether a print is a woodcut or a lithograph.

- Learners will be able to justify this identification.

- Learners will be able to manipulate layers.

- Learners will be able to correct colors.

- Learners will be able to paint.

- Learners will be able to create special effects.

Why is it Important to Set Objectives?

When setting Learning Objectives:

You can adequately organize the course material because you can establish a logical sequence of learning milestones.

You can immediately align objectives with evaluation methods.

You communicate expectations to your learners, so you help them evaluate themselves.

Finally, learners can interconnect goals through your courses.

Objectives tell the learner how they will be able to know, not merely quess, whether or not they have learned and understood the lesson.

How Should Objectives be Formed?

Objectives should be specific, concise, observable and measurable. Each learning objective should target one particular aspect of student performance and be expressed with a single action verb.

There is a specific order according to which learners process information in a course. Bloom's taxonomy helps understand this natural order. What Bloom did is describe the levels of student learning, that could help a designer set the right objectives:

Following this taxonomy is the most surefire way to boost learning to a higher level. The following table depicts everything we are talking about. In it there are examples of verbs and activities you can use to formulate your course objectives. Take a look!
Examples of how to use the listed verbs:
- Learners will be able to use a rule to determine if a sentence is grammatically correct.
(Application stage)

Learners will be able to classify foods according to their origins.
(Analysis stage)

Learners will be able to discriminate the program's peculiar features.
(Evaluation stage)

See how it goes? You may struggle at first to apply this method, but it provides an analytical design, worthwhile to try out!

You will see how much more your learners will engage in your course.

While designing your objectives, it is optimal to follow Bloom's hierarchical order of objectives and not dismiss lower levels as unworthy so that learners have all the requirements regarding previous knowledge to proceed.
Important tips:

Consider developing 2-3 learning objectives for each section of your course.

If the objectives are several, organize them into subcategories.

Use simple language, speak personally (ex. 'You will be able to') and keep objectives short.

Don't use more than one sentences to express your objectives.

Don't list multiple verbs in one objective - since every action will be measured and assessed differently, each verb should be in a separate objective.

Communicate your objectives through your course page, your welcoming video or discussion with your learners. In a next article I am going to show you how to express your objectives not in a listed manner but in a very creative one!

Designing Your Course Using Learning Objectives

Let's suppose you have chosen your topic and you are determined about what to teach in your course. When in the process of completing these steps, it is optimal either to use a pen and a paper or a concept map application to create connections between your ideas.

1 Imagine your course.

Brainstorm a list of all the possible things you want to teach and might include in your course.

2 Draft your course goals.

Write at least 2-3 goals to shape your ongoing course design. Here, we give you some questions that will help you plan your course goals:

"In this course, I will emphasize in..."
"The main themes learners will go through are..."
"The big picture I want to promote through this course is..."

Suitable verbs to use to set goals are shown below. "Through this course, you will..."

3 Design Learning Objectives

Using the table above, design your Learning Objectives. Break down your goals to form more specific and measurable learning objectives. Link those objectives to the corresponding sections.

Consider: For whom are you writing your learning objectives? Analyze your target audience and their pre-existing knowledge.

Keep overall course objectives to no more than a dozen-this will keep you focused on the essentials.

Don't exaggerate trying to write even more precise learning objectives-the main point is to express as clearly and plainly as possible.

4 Write the Activities

For each objective of the course, write down some corresponding activities that you are planning to use to accomplish that objective.Through these activities, students will achieve the objectives you set for them. Other activities not mentioned above are:

Reading a text.

Reading worked-out example problems.

Answering short objective questions.

Discussing issues with other learners.

Conducting research.

5 Develop Assessments

Ideally, as you are drafting course goals and learning objectives, you are also beginning to develop the assessments for the course. Decide which questions you will include in your questionnaires or exams (as well as the type of questions you will use) or the content of your assignments based on the objectives you have set.

Align your assessment activities with your objectives. This way you can be sure that your learners have the desired progress.

Reflect on your objectives and consider the following:

Are your course objectives achievable given the available resources?

Are your course objectives in agreement with the course goals?

Can learners' performance on the objective be measured?

Are there real measures stated (rate numbers, percentages or frequencies)?

When do you want learners to accomplish the objective?

Are you attempting too much so that your objectives are not achievable?

Is the objective valuable for the learner?

What if I Have Already Created My Course?

You may argue with the above if you have already created your course without having formed clear goals and objectives. But imagine how much you could improve your material by reviewing what you want to achieve and also how happy your old or new learners will be if you add this information to your course.
How to update a course using learning goals and objectives:

1. Review all of the material of your course thus far.

2. Identify any patterns in themes, content, hopes, objectives, and activities.

3. Group similar items together.

4. Give titles to each group of items. You automatically see what your objectives are.

5. Identify the most important things you hope learners will take away from the course and what you want their learning experience to be. These are your course goals!

Then, you can create a great lesson plan based on the learning objectives, goals and activities you have decided on.

Further Reading

To prepare quality educational materials using learning goals, objectives and outcomes is a challenge worth pursuing. It will translate into a higher valued course, satisfied students and will help you in the process of creating your own course.

For this purpose, we suggest the following literature for further studying:

Learning outcomes and instructional objectives: is there a difference? Ronald M Harden - Link to article

Choosing teaching methods based on learning objectives: An integrative framework. Sarah E. Bonner - Link to article

Bloom's taxonomy revisited: Specifying assessable learning objectives in computer science. Christopher Starr, Bill Manaris, Roxann H. Stalvey - Link to article

Academic Sources

Designing and Assessing Courses and Curricula, Third Edition, 2008. Robert M. Diamond. Jossey-Bass: San Francisco, CA.)

Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.

Bonner, S. E. (1999). Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education, 14(1), 11-15.

Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265.

Bloom, B. S. (ed.). Taxonomy of educational objectives: Handbook 1: Cognitive domain. Longmans, Green and Company, New York, 1956.

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Learning Goals and Objectives in Course Design | LearnWorlds Blog

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Learning goals are broad, general statements of what we want our students to learn and provide: Direction, Focus, and Cohesion Setting goals gives us a real road map to where we want to go. The same when we provide goals to learners. Learning goals are the heart of a course design and need to be ...

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Understanding Formative and Summative Assessments - A guide for new teachers 

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Understanding Formative and Summative Assessments - A guide for new teachers 

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7 Smart, Fast Ways to Do Formative Assessment

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7 Smart, Fast Ways to Do Formative Assessment

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?" Because assessment is so important, it's no surprise that there are a ton of tech tools for assessment. Trying to find what you're looking for is time-consuming! That's why we've picked the ten best tech tools for student assessment, keeping your goals in mind.

Goal: I want to find out what my students learned

I wish we could read students' minds, but since we can't, we use exit tickets. If you rely on this best practice to plan your next instructional move, you have a lot of options. I love Google or Microsoft Forms. They are easy to use, and you can create multiple choice or short answer questions for students to complete. All the data is there for you.

Learn more:

Goal: I want to hear from my students and watch them share what they've learned

Flipgrid is a social media-style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video record their responses to share with the teacher or class. It's a great tool for supporting your students to make their thinking visible.

Learn More:

Goal: I want to do a quick check in during my lesson

Mentimeter lets you add polls, word clouds, Q&As, and more to presentations and create an interactive experience for students, who can vote on/respond to questions and engage with the presentation in real time. This made our list because there's so much variety in the types of formative assessments you can give in real time.

Learn More:

Goal: I want to see my students' thought process and their answer

Jamboard is a digital whiteboard that is compatible with the GSuite services. It's a game changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solution. If you don't use Google, Padlet is our runner up.

Learn More:

Goal: I want to listen to my students' read to assess fluency

Students read aloud and answer questions on their device (almost any device works). Within 24 hours, you get a running record with scores for accuracy, fluency, and comprehension. A free basic account includes 10 reading assessments/month.

Learn More:

Goal: I want to include checks for understanding as my students learn

EdPuzzle is a video editor that allows both teachers and students to add voice-overs, comments, resources, and quizzes to existing or self-created online videos. Best part? All the students' answers are gathered for you so you can quickly assess.

Learn More:

Goal: I want to put checks for understanding in my slides

Pear Deck is an interactive presentation and lesson delivery tool. Students use their devices to follow along with the teacher's slideshow on a classroom screen. Throughout, teachers can pause at points where they've added interactive questions and collect real-time data about student understanding.

Goal: I want my students to give each other feedback

Once you set up your assignment, pick a feedback rubric (or create your own), and select your assignment. Your students take it from there. They submit work, review each others', and then act on the feedback. Best part? There's a teacher overview where you can see it all.

Learn More:

Goal: I want to give a quiz or test

There are a lot of options with this tool. You can include multiple choice, true/false, and short answer questions. I love how you see students' results in real time, and you can add explanations if students get a question wrong. Students can get instant feedback, or you can make the quiz self-paced or lead it yourself. My favorite feature: Space Race, a group quiz where students "race" to cross the finish line.

Learn More:

Goal: I want grading to take less time

No matter what grade and subject you teach, grading takes time that we don't have. Enter Floop. This tool is a cloud-based website where students get annotated feedback from you and their classmates. Using any internet-connected device, students upload images of an assignment to the platform, and you put markers in places where you want feedback. Students are able to see and respond to comments, creating a feedback loop.

Learn More:

Goal: I want one tool that does different types of assessment

Spiral is a free suite of four apps. Use Quickfire to give a formative assessment in real time and hear from all of your students. Discuss makes your slides more interactive for students. Team Up supports student collaboration, and Clip turns public-facing videos into a live chat with questions and quizzes.

Learn More:

Plus, check out 50 Free Seesaw Activities and Resources For Every Kind of Classroom

Want more articles like this? Be sure to subscribe to our newsletter so you can get our latest picks.

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The 10 Best Tech Tools for Student Assessment

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Assessment is at the heart of our teaching practice. We use backward planning and start with the end in mind. We ask ourselves questions like, "what do we want our students to know?" and "what will our students be able to do?"

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

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Differentiated Instruction for English Language 

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Differentiated Instruction for English Language 

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Differentiated Instruction for English Language Learners

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Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

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Strategies to Boost Vocabulary Acquisition and Uses

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Strategies to Boost Vocabulary Acquisition and Uses

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4 Strategies to boost vocabulary acquisition and uses

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Vocabulary acquisition and uses are critical for student learning. Explore vocabulary acquisition strategies and activities for teaching.

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Whether exploring space phenomena in science or deciphering word problems in math, questions are bound to arise: Is there anything faster than the speed of light? Why am I not supposed to divide by zero? How do rockets fly in space? So, why not tap into students' natural curiosity and have them lead their own learning? With the 5E instructional model, students can explore life's mysteries all while being active participants in their learning through inquiry-based activities.

What Is the 5E Model?

The 5E model uses a constructivist approach to learning, which means it focuses on students constructing knowledge from experiences. The Biological Sciences Curriculum Study (BSCS) initially developed the 5E model, or center inquiry practices, in a cycle that provided a process to facilitate learning. Since then, the model has been widely adopted and adapted by a variety of groups, but the initial goal remains the same.

The 5E instructional model consists of five phases: engage, explore, explain, elaborate, and evaluate. Throughout the process, students work collaboratively to observe, investigate, analyze, and draw conclusions. Meanwhile, the teacher serves as a facilitator, guiding students in the learning process. This framework can be used to teach STEM subjects, like math and science, to introduce and investigate new concepts. Plus the 5E model provides students the opportunity to explore new concepts critically and retain information through meaningful learning experiences. In fact, research shows that the 5E model is tied to "a significantly better acquisition of scientific concepts" compared to traditional textbook focused instruction.

5E Learning Cycle

The 5Es describe the phases of this inquiry-based learning cycle. As students move through the 5E learning cycle, they build on to their prior knowledge and construct meaning about the concept at hand.

Engage

Engage is the first phase of the 5E model. During this phase, teachers are activating students' prior knowledge to identify what students know or do not know about the upcoming concept. As teachers tap into students' background knowledge, students can make connections and teachers can identify any knowledge gaps. This phase also serves to pique students' interest and curiosity about the topic at hand. To engage students, ask open-ended questions, lead a class discussion, or view videos to introduce a concept.

During the Explore phase, teachers are guiding students in exploration and problem-solving in a concrete way. Through hands-on activities, such as creating models or conducting experiments, students can investigate the new concept and discuss ideas and observations with their peers.

Explain

The Explain phase is run by the teacher. During this phase, the teacher facilitates a whole-class discussion by asking questions, comparing student responses, and helping to guide the class towards the key ideas being taught.

During the Elaborate phase, students have the space to apply what they learned. They can take their new knowledge to form a new hypothesis, explore real-world scenarios, or create a presentation to share with their peers. This phase allows students to extend their learning and create richer connections to concepts.

At this phase, the teacher assesses student learning through formal and/or informal assessments. Informal assessments, like exit tickets or oral presentations, or formal assessments, like tests or quizzes, can be used to determine whether students understood the key concepts. During this phase, students can also evaluate their learning using self-assessment tools like rubrics.

The 5E instructional model empowers students to lean into their curiosity and explore the world around them. Implement the 5E model to guide students in meaningful, inquiry-based learning.

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See how Go Math! K-6 uses the 5E model as the foundation for lesson designs, guiding students toward proficiency by building on their previous understanding of mathematical concepts.

Explore how the HMH Into Science K-5 and 6-8 curricula use the effective 5E lesson design, which encourages students to Engage, Explore, Explain, Elaborate, and Evaluate science, in hands-on and digital environments.

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5E Instructional Model Explained: A Framework for Inquiry-Based Learning

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Learn how to use the 5E instructional model to engage students in inquiry-based learning.