Two+goals+-+overarching+&+unit+sized

Two types of goals - unit-sized or year/s long- overarching (throughline).

The __unit sized goals__ are related to 1 or more overarching goals, are fairly specific for the unit of work, focus on central aspects of a generative topic. Can develop in any order.

Revisit understanding goals with students regularly, ask students to respond to questions periodically to assess progress. Make the goals public to students so they know where they are headed and they can do the driving. Most goals will be hard to grasp…when immersed in the concepts they maybe clear. Ask students what they might do to help them understand the issue better. Less is more, less than 5.

Goals can be- · phrased as statements or question forms : can help articulate the understanding more clearly. Question form is more accessible 4 students and can be used as the basis for classroom activities. · Statements – Students will- understand…. appreciate…. develop an understanding of….. · revise & refine goals is an important step in planning /implementation process, students may add own goals or rephrasing goals for understanding · provide a sense of closure / way of putting it altogether · if too broad & general need to articulate concepts, skills & ideas for unit. · Match understanding to goals & performance of understanding

Eg how does the language the characters use help us understand who they are? Why would anyone bother to write a play in verse? How does the author create tension and interest in the story? What is my interpretation of the story, and how do I use evidence to defend it? How do the relationships contribute to making the play a tragedy?

Begin by saying ……students will understand, students will appreciate…………….. Ensure they are open-ended and can be posed directly to students

Eg. students will understand the features that make…….time in history like or unlike other ……..events in history or the present. students will understand how it is similar to or different from __and why.__

__ An __overarching goal __describes what you feel are the most important for students to take away from your class. There might be 7 throughlines and each individual unit will have understanding goals related to overarching goal(throughline) Eg. Overarching goal Question form –“How do we find out the truth that happened long ago?” Statement form – “Students will understand the various considerations and strategies historians use to interpret evidence from the past.” Unit-level goal “Students will understand how to read and judge the reliability of primary sources about the English settlement in Australia.”

Making the overarching goals (throughlines) explicit for students helps to ensure that they will stay focused on developing the most essential understandings. Discussion gives opportunities to revisit the understandings over the course of different topics as they move through the year/s

Not behavioural objective ( tell state what students will do)…. goals tell what should learn from what they are doing. And why activities are important.

Students generate personal question related to own passion & interests. Monitor own growth, power to separate relevant & irrelevant work. __ Overarching goal__ can support coherence, capture the essence of a whole course, can allow for links between goals and reflection on other units with same throughline, usually deeply held beliefs and values, can drive the purpose of daily work, track students developing understandings and describe the most important understandings that students develop during the course. Eg Students will develop their understanding of what constitutes a good interpretation. How can I develop a personal interpretation of a text & defend it with evidence ….how can I convey my interpretation in clear & coherent prose……. why do people read literature?