In my visits to classrooms, I've seen nearly all teachers posting I Can statements in student friendly language. That's a good start; now we need to kick it up a notch. I've noticed that sometimes the lesson I'm observing matches the I Can statement - sometimes it does not. Frequently when I've asked students, "What are you learning?" I get responses relating to the work they are doing not the concept they are learning.
Setting objectives and providing feedback is one of nine research-based strategies most likely to improve student achievement. Marzano's research says that setting objectives can provide students with a direction for their learning.
What is the purpose of your I Can statements? How do you ensure your use of I Can statements is effective; that their use is truly providing students with a direction for their learning?
guhlin
Oct 4, 2008 2:50 PM
Fascinating question. I have one of my own and have responded to your entry here:
http://intouch.saisd.net/users/guhlin/weblog/15176/I_Can.html
Thanks,
Miguel Guhlin
http://intouch.saisd.net/users/guhlin
Deborah Guardia
Oct 12, 2008 5:06 PM
Thanks to Miguel for the reference to the Alberta Assessment Consortium. The following issues raised should be considered by all teachers using 'I Can' statements.
* 'I Can' statements must be aligned to learner outcomes not with organization requirements
* Take care not to miss the intent of the learner outcomes and oversimplify them
* The mimicking of 'I Can' statements should not be mistaken for evidence of learning.
I encourage the teachers at Kelly to be reflective of these issues regarding 'I Can' statements. In addition, reflect on Miguel Guhlin's question, "How do you write one that points to the learning rather than just focuses the students on the doing?"