Salt Lake City School District Student Learning Objectives (SLOs) Writing Template

Transcription

1 This SLCSD SLO Writing Template is to be used by educators writing SLOs as a measure of student growth for educator evaluation. Course/Grade Level Information Course name 3D Animation Brief course description 3D Animation is a one semester using 3D graphics software to produce 3D models and animations. This course will introduce students to 2D and 3D, animation planning, storyboard development, and the animation process. Approximate number of students 30 Grade level(s) 9-12 Length of course (semester or year; if other, please describe) Semester Date submitted for district review 4/25/2016 Process, Implementation Timeline, and Sign-Offs Names and current job positions of those developing this SLO of team lead Administrator name and title Administrator sign-off of initial SLO Date final SLO is due to determine educator effectiveness rating Brian Ericson, 3D Animation Teacher, Career and Technical Center Brian.Ericson@slcschools.org These will be filled out when you meet with your administrator to start your approved SLO. Section 1: Establish a Learning Goal The Learning Goal is the big idea that describes what students will be able to do at the end of the course or grade based on course or grade-level Utah Core content standards and curriculum. It includes an explanation of the importance of the Learning Goal for students lives. 1. What is/are the learning goal(s) for students? What will they know and do as a result of your class? Students will understand how to use the 12 principles of animation to create their own animated characters. By the end of the course each student will animate an action or dialogue piece with a movie quality 3D character. This will include a variety of techniques as demonstrated through specific and scaffolded learning tasks. 2. What is the time span for teaching this learning goal? This will take the majority of the semester. The principles of animation build on to each other and by the end of the course the students will know how to use each principle together to complete a full character animation. SLCSD SLO Writing Template/Evaluation Rubric

2 3. What deep or essential understandings do you want students to demonstrate through this learning goal? How are they measurable? Each student should understand what creates the illusion of life. Animations should present believable motion that is recognizable in life. 4. Each principle is clear and can be measured as either correct or incorrect animation. 5. Why is this learning goal essential and meaningful for students? The learning goal is essential to teach students to observe the world around them. How objects move, how people move, and react with each other. Many of the students will have a head start on a career path in either 3D animation or gaming animation. Which Utah Core Standards for content and literacy are associated with the learning goal? Reference the specific standards. Standard 06 is built on a series of skills developed through the class that include elements in Standards Objective 04: Principles of Animation (Appeal, Anticipation, Exaggeration, Squash & Stretch, Timing/Spacing, Concept, Straight Ahead & Pose to Pose, Staging, Overlap & Follow Through, Arcs, Slow in & Slow out, Secondary Actions). RUBRIC: An application of acceptable quality will appropriately identify and thoroughly describe an important and meaningful Learning Goal, with: the big idea and the Standard(s) clearly aligned to and measured by the Learning Goal, a clear explanation of the critical nature of the Learning Goal for all students in the specific grade/ course, a clear description of how the Learning Goal allows students to demonstrate deep understanding of the Core content standards within the identified time span, and specific and appropriate instruction and instructional strategies described to teach the Learning Goal. Section 2: Document Assessment(s) and Scoring Assessment(s) and Scoring: Assessments are standards-based, of high quality, and designed to best measure the knowledge and skills found in the SLO Learning Goal. Assessments should be accompanied by clear criteria or scoring rubrics to describe the level at which students have learned. Describes appropriate instruction and instructional strategies that will support student learning. Identify what proficiency looks like to meet the Learning Goal. Describe how often you will collect data to monitor student progress toward the Learning Goal. Indicate any formative assessments that you will use. Explain the specific instructional strategies you will use over time to support student learning. Explain how you will differentiate instruction for Describe proficiency in this course: what students who have mastered the learning goal and show proficiency be able to demonstrate by the end of the instructional period identified in Section 1? Students will be able to use each of the following principles of animation and determine which skill is needed for the specific animation situation. Squash & Stretch is used to emulate motion blur and to exaggerate motion. Straight Ahead is used when you are animating frame to frame. Pose to Pose is used when you are animating each key pose rather than frame to frame. Exaggeration is used to emphasize motion and make the actions clearer to the viewer. Timing is used to emulate the real time it takes for an action to happen. Spacing is used to emulate the distance an object travels in a specific amount of time. Anticipation is the action/pose used to show the viewer that an action is about to happen. Appeal is used to give a nice aesthetic to the viewer. Making your animation more enjoyable. Concept Drawing is used as a preliminary image before the animation is created. Staging is used to tell the story and set up the scene. Arcs are used to emulate how things move in real life. Slow in & Slow Out is used to slow the animation into or out of a faster motion. Overlap & Follow Through is used to show when something trails a motion. (i.e. The tail on a running animal.) Secondary Actions are used as a motion to compliment the major action of the object. SLCSD SLO Writing Template/Evaluation Rubric

3 all students, including students struggling with the learning or those who excel (e.g., gifted and talented, ELL, special education). 1. Describe the formative assessments you will use to guide Tier 1 instruction to help all students make progress towards the Learning Goal. Explain how often you will monitor growth and assess to determine students needs. After the class works together on an assignment, each student is given an assignment to complete on their own to see if they understand the principle given. Growth is monitored after every new principle is taught and the students have completed their solo project. 2. Describe the instructional strategies you will use to teach this content to all students. My classes run in the I do, we do, you do strategy. Since things are very technical and hands on it is important for the students to be repetitive in their tasks. The students also start with one principle and build onto it with the next assignment. It is important for each student to continually use the previous principles taught. 3. How will you adjust instruction for students who struggle to meet the incremental learning goals? As to not slow down the rest of the class, I spend more one on one time with a particular student that is struggling to help them understand. I also include a student teaching student portion in my class. I find that students will learn the curriculum even more by helping their peers. 4. How will you adjust instruction for students who exceed the incremental learning goals? All of the principles of animation are laid out at the beginning of the semester. If a student is exceeding in my class they are encouraged to move on to the next principle. If they complete all of the principles and show competency they are challenged with full body animation scenes. RUBRIC: An application of acceptable quality will appropriately identify and clearly describe: the instructional plan for the learning goal and how instruction will be differentiated for all learners based on information from assessments. progress-monitoring measures that will be used to inform and adjust instruction. Describe the Assessment(s) (such as performance tasks and their corresponding scoring rubrics) that measure the level of students understanding of the Learning Goal. Attach assessments and rubrics as appropriate. 1. What summative assessment(s) will you use to measure the growth students made toward the Learning Goal? Four times in the semester students are given a larger assignment to complete. This usually consists of a 20 to 30 second animation using the principles that we ve covered. This allows me to see how well each student is comprehending what we ve learned so far. 2. What specific criteria or rubric will you use to determine the level at which students achieved the Learning Goal? See attached rubric RUBRIC: An application of acceptable quality will appropriately identify and clearly describe: high quality Assessments(s), with evidence to support how the appropriateness and quality of the Assessment(s) have been SLCSD SLO Writing Template/Evaluation Rubric

4 established, scoring rubrics that appropriately differentiate student performance, including information to support that these rubrics are valid. Section 3: Establish Targets Targets: Identify the expected student learning outcomes by the end of the instructional period for all students. Targets are used to effectively project levels of proficiency toward the Learning Goal. STARTING Points Things to think about: Not all students learn and grow at the same rates and in the same time intervals. Knowing your students and where they are in relationship to their past experiences and pre-requisite knowledge and skills will help you identify appropriate rates of student growth toward the Evaluate the past performance and current baseline data (e.g., previous grades, preassessments, etc.) of students to determine their starting points and identify learning strengths and needs relative to the Learning Goal. Identify the past performance Starting Points: 1. How will you identify the students learning needs in relation to the Learning Goal the first six weeks you have students? What evidence will support this? The nature of the class projects is either complete or not complete. It is easily determined if a student is understanding the curriculum if they are able to complete the assignment. 2. What instructional challenges does this group of students present (linguistic, academic, etc.)? How will this knowledge change your instructional practice? This may be based on your previous experience or on the baseline data established when you begin the course. Some students have very little experience with computers. So it is important to lay out basic computer information for them. First by showing them and secondly by providing a list of commands and controls for the software and computer. RUBRIC: An application of acceptable quality will clearly and thoroughly explain: how the data are used to define teacher performance, and include appropriate baseline data/information used to establish and adjust instruction to support expected student performance. Using students starting points, identify specific target levels based on available data about students performance and the number or percentage of students at each target. Describe the expected levels of growth and proficiency for students in each target level during the course. TARGETS and PROFICIENCY LEVELS Identify the desired performance Starting Points: 1. Based on what you know or project about this group of students, where do you expect this class to be in relation to the Learning Goal by the end of the instructional timeframe? (For example: what % or # of your students at the end of the instructional time frame will be above proficiency, at proficiency, nearing proficiency, needing significantly more time or support to reach proficiency? Please adapt this thinking as appropriate for your course.) Since this course is typically the first exposure a student will have to animation and the 12 principles over the course of the class each student will learn all 12 principles. I typically have 25% of students exceeding proficiency of the principles of animation and 75% meeting or just above basic proficiency. 2. What are ambitious, but realistic expectations for the growth students will show during the instructional time-span? Identify this for each group of students. SLCSD SLO Writing Template/Evaluation Rubric

5 I would like to see the students reaching above proficiency from 25% to 35-40%. RUBRIC: An application of acceptable quality will clearly and thoroughly explain: rigorous expectations that are realistic and attainable for each group of students using the documented high quality assessments. The following sections are completed during the school year as the SLO is implemented. Mid-Instructional Period Target Adaptations: Adapted SLO Targets: At a conference with the administrator, discuss any changes that might be needed. If SLO Targets are adjusted, list revised outcomes for end of REVISED Targets instructional period Learning Goal. Date: Final Section: Establish Educator Ratings Educator Ratings: Educator ratings are based on the final SLO Target results in relation to the amount of learning similar students would be expected to achieve in the length of the course. Use the table below to document the educator rating based on the established Learning Goal, Assessment(s), and Targets. Not Effective Students did not demonstrate an appropriate amount of growth toward achieving the Teacher did not provide instruction tailored to meet the needs of individual learners. Administrator comments: [Type here] Emerging Effective / Minimally Effective Students demonstrated a minimal amount of growth toward mastering the objective of the Teacher provided instruction appropriate for most students, but did not tailor instruction to meet the needs of individual learners. Effective Students demonstrated a sufficient amount of growth toward mastering the objective of the Teacher addressed students learning needs to help them accomplish appropriate targets. Highly Effective Students demonstrated an exceptional amount of growth toward mastering the objective of the Teacher addressed students learning needs to help them accomplish ambitious targets. Administrator Signature Date Educator Signature (the signature does not necessarily indicate agreement with the rating) Date SLCSD SLO Writing Template/Evaluation Rubric