If you work in the Georgia public schools, you are probably required to post your standards and your instructional goals on the board. We don’t do that at GHP, of course, but it is nonetheless a good idea for you to formulate explicit, written instructional goals for design purposes.<\/p>\n
Couch them in terms of the knowledge, skills, and behaviors that you want the students to leave with.<\/p>\n
As you design your class, if it all seems fuzzy (“…and then a miracle happens”…) try this: On one side of a sheet of paper, write When you finish this activity\/lesson\/unit\/class, you will <\/em><\/p>\n Complete the sentences as if you’re talking to the students as you begin the unit.<\/p>\n On the other side of the paper, write We will know you are making progress toward meeting this goal when you…<\/em>\u00a0List 1-5 evidences that span whatever cognitive hierarchy you like to work with.<\/p>\n You can see how this little exercise would clarify your thoughts on the matter. (Remember the quote, “There is nothing quite like facing the hangman’s noose to focus one’s mind.”)<\/p>\n As we go through the summer, Marcie (and Dale) will be observing your class. It will help you alert us to what we’re seeing if you already have in your head the framework of what’s “supposed” to be going on. Also, at the end of the summer, you’ll get a form to evaluate yourself, and the first thing it asks you is what your instructional goals were. Go ahead and write them now.<\/p>\n Can you change your goals? Absolutely. You don’t know what you’re getting into\u2014you really don’t; none of us did\u2014and more than likely you’ll start making adjustments at lunch on Monday. That’s not only acceptable, that’s good teaching.<\/p>\n\n