## TLAC Strategy: 4Ms

What is this strategy?

The 4Ms strategy stands for four criteria an effective objective must meet to ensure academic achievement. The first M stands for Manageable. This means that the objective of a lesson must be manageable and be the size that can be taught in a single lesson. Teachers should make objectives specific in order for them to be manageable. It would be very ineffective to use the same broad objective everyday for a few weeks. Instead, the first M says that the teacher should make a series of day-to-day objectives that set manageable and achievable goals for each day. Also, the teacher must know how fast his/her students can master the material so he/she knows how many weeks it will take to master the basic skill. The second M stands for Measureable, meaning the objective needs to be able to be measured to see if the students achieved the goal. For example, an effective way a teacher could make the objective measureable is by having an exit ticket at the end of each daily lesson. An exit ticket could be a set of questions or short activity that students must complete before leaving class that day. This M makes sure teachers plan how they will know when students have reached the objective/goal. The next M is called Made First, meaning that the objective must always come first. Often times teachers make the mistake of picking the activity before the objective, resulting in choosing activities that meet one of several practical purposes. An effective objective needs to be created to guide the activity, not the other way around. The last M stands for Most Important. This means that in order to design an effective objective, the teacher must focus on what’s most important to helping students succeed and continue onto the path of college.

Why should this strategy work in terms of theory or research?

Many aspects of this strategy are supported by theories and evidence. Referring back to the Measureable part of this strategy, giving exit tickets is a great way to see if the students have learned the objective. It not only lets the teacher know what material he/she needs to revisit the next day, but it also helps the students learn meaningfully and store the information in their long-term memory. By asking questions at the end of the lesson or participating in an activity, students are able to make connects and elaborate on the material they just learned (meaningful learning). The 4Ms strategy helps teachers plan effective objectives to help students achieve academically.

What would this look like in your classroom?

I would use this TLAC strategy in my classroom when planning objectives. Keeping in mind that they must be manageable, measureable, made first, and most important should help me ensure that my students academically achieve. I really like the idea of exit tickets to measure if the students understand the material they are supposed to. Since I plan on teaching younger children, I could ask them to answer one question for me and turn it in at the end of class, or I could plan a short activity where I could see how much of the material they learned. Also, I think it is important to remember that the ultimate goal for your students is to succeed on to college. I will keep this in mind and not plan lessons that are useless to achieving the ultimate goal.

The 4Ms strategy stands for four criteria an effective objective must meet to ensure academic achievement. The first M stands for Manageable. This means that the objective of a lesson must be manageable and be the size that can be taught in a single lesson. Teachers should make objectives specific in order for them to be manageable. It would be very ineffective to use the same broad objective everyday for a few weeks. Instead, the first M says that the teacher should make a series of day-to-day objectives that set manageable and achievable goals for each day. Also, the teacher must know how fast his/her students can master the material so he/she knows how many weeks it will take to master the basic skill. The second M stands for Measureable, meaning the objective needs to be able to be measured to see if the students achieved the goal. For example, an effective way a teacher could make the objective measureable is by having an exit ticket at the end of each daily lesson. An exit ticket could be a set of questions or short activity that students must complete before leaving class that day. This M makes sure teachers plan how they will know when students have reached the objective/goal. The next M is called Made First, meaning that the objective must always come first. Often times teachers make the mistake of picking the activity before the objective, resulting in choosing activities that meet one of several practical purposes. An effective objective needs to be created to guide the activity, not the other way around. The last M stands for Most Important. This means that in order to design an effective objective, the teacher must focus on what’s most important to helping students succeed and continue onto the path of college.

Why should this strategy work in terms of theory or research?

Many aspects of this strategy are supported by theories and evidence. Referring back to the Measureable part of this strategy, giving exit tickets is a great way to see if the students have learned the objective. It not only lets the teacher know what material he/she needs to revisit the next day, but it also helps the students learn meaningfully and store the information in their long-term memory. By asking questions at the end of the lesson or participating in an activity, students are able to make connects and elaborate on the material they just learned (meaningful learning). The 4Ms strategy helps teachers plan effective objectives to help students achieve academically.

What would this look like in your classroom?

I would use this TLAC strategy in my classroom when planning objectives. Keeping in mind that they must be manageable, measureable, made first, and most important should help me ensure that my students academically achieve. I really like the idea of exit tickets to measure if the students understand the material they are supposed to. Since I plan on teaching younger children, I could ask them to answer one question for me and turn it in at the end of class, or I could plan a short activity where I could see how much of the material they learned. Also, I think it is important to remember that the ultimate goal for your students is to succeed on to college. I will keep this in mind and not plan lessons that are useless to achieving the ultimate goal.