Post on 25-Dec-2015
Module 4
Objectives
Introduction
“To teach from accomplishment, you must have a series of sentences that clearly and precisely state what is to be accomplished. The sentences are called OBJECTIVES.”
From Harry Wong, “The First Days of School” P. 217
Objectives: Introduction
Stating clear course objectives is important because:
1) objectives guide the content materials and the teaching method
2) teachers can use objectives to make sure you reach your goals
3) students will understand expectations
4) assessment and grading is based on the objectives
Students
“When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.”
Lohr
Assignments and Objectives
There is a difference between an assignment and an objective.
An assignment/activity is a task the students are doing, but it is not measureable
Objectives are measurable and state the desirable knowledge
Assignment or Objective
Is it an Activity/Assignment or Objective/Learning goal?
Complete the adding and subtracting worksheet Formulate a correct solution when adding and subtracting
fractions Make a travel brochure for a region. Demonstrate knowledge of a region’s natural resources Make a simple machine. Identify how a simple machine functions Draw the food pyramid. Assemble a menu that includes a balance of foods
from the food pyramid.
Bloom’s Taxonomy
Dr. Benjamin Bloom created the different levels of learning, known as Bloom’s Taxonomy
There are six levels Knowledge Comprehension Application Analysis Synthesis Evaluation
The Six Levels (Bloom’s Taxonomy) Each level has a group of verbs that engage
a specific kind of thinking skill needed to conclude an assignment
The verb tells what the student is going to perform
The depth or level of thinking you want from a student on an assignment is determined by the level in which you select the verb
The complexity of each level increases as you move from knowledge to evaluation
KNOWLEDGE LEVEL
Definition: Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.
Verbs:Write indicateList recite Label recognizeName tabulateState identifyDefine draw
COMPREHENSION LEVEL
Definition: Student translates, comprehends, or interprets information
based on prior learning.
Verbs:
Explain classify express
Summarize compute distinguish
Paraphrase differentiate estimate Describe Illustrate compare
APPLICATION LEVEL
Definition: Student selects, transfers, and uses data and principles to complete a problem or task
with a minimum of direction.
Verbs:
UseComputeSolve
DemonstrateApplyConstruct
ANALYSIS LEVEL
Definition: Student distinguishes,classifies, and relates the assumptions,hypotheses, evidence, or structure of astatement or question.
Verbs
analyze categorizediagnose compare classify
diagramcontrast debate deduct
differentiate separate dissect
distinguish examine infer
radio waves
receiver wherewaves are collected
wavesconverted intoelectro signals
computerreceived as signal
SYNTHESIS LEVEL
Definition: Student originates,integrates, and combines ideas into aproduct, plan or proposal that is newto him or her.
Verbs
Create change combine createDesign Hypothesize compose formulateInvent Develop construct generate
invent plan predict pretend
produce reconstruct revisesuggest
visualize
EVALUATION LEVEL
Definition: Student appraises,assesses, or critiques on a basis of specific standards and criteria.
Verbsjudge recommend critiquejustify appraise choose
compare conclude decide
defend evaluate rank
rate select support
NOT MEASURABLE Verbs
Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be familiar with, have knowledge of, are NOT measureable.
How to Write Objectives Using Verbs
Every objective needs to have an action verb that will show what the teacher wants the students to accomplish.
Choose a verb from the six levels of Bloom’s Taxonomy
An Easy Method For Writing Objectives
The ABCD Method
A: Audience
B: Behavior
C: Condition
D: Degree
The A in ABCD Method
Audience: Who are your learners? Students Teachers Staff members
The B in ABCD Method
Behavior: What? What do you expect them to be able to do? Should be an observable behavior. If you can’t touch it, see it, hear it, taste it, or smell it, you can’t be sure your audience really learned it.
The C in ABCD Method
Condition: How? Under what circumstances or context will the learning occur?
The D in ABCD Method
Degree: How much? How much will be accomplished, how well will the behavior need to be performed and to what level? Do you want total mastery (100%), or 80%
EXAMPLE OBJECTIVES(Comprehensive level)
(C) Given a paragraph in a newspaper article (A) the student (B) will be able to accurately identify the
grammatical subject for each sentence and explain his or her decision
(D) for all sentences given
EXAMPLE OBJECTIVES(problem solving/ synthesis level)
( C) given a current events topic
(A) the student
(B) will be able to write grammatically correct, well crafted opinion essay of three-five pages
(D) Over two to three days
Practice Behavior Exercises
Choose the most appropriate behavior to fill in the blank:
Given a map of the United States the students will _________the state capitals with a 100% accuracy.
label
demonstrate
know
categorize
Practice Behavior Exercises
Choose the most appropriate behavior to fill in the blank:
Given a list of ten words the students will _________ them correctly.
alphabetize
apply
understand
operate
Practice Behavior Exercises
Choose the most appropriate behavior to fill in the blank:
The learner will, using a protractor, _______ ten angles correctly.
grasp
bisect
comprehend
derive
Practice Condition Exercises
Choose the most appropriate condition to fill in the blank:___________ the student will season and cook
a roast until medium rare.
using marbles
with 80% accuracy
given a recipe
given a platter
Practice Condition Exercises
Choose the most appropriate condition to fill in the blank:
_________ the student will state in which food group they belong.
With 100% accuracy
With a food pyramid
Given a list of foods
With a refrigerator
Practice Degree Exercises
Choose the most appropriate degree to fill in the blank:
The student will solve 10 algebraic equations _______ without a calculator.
using a safety procedure
within ¼ inch
and comprehend them
in ten minutes
Practice Degree Exercises
Choose the most appropriate degree to fill in the blank:
The student will solve 25 multiplication problems________
and understand
with 85% accuracy
using a round number
with a diagram
Practice Degree Exercises
Choose the most appropriate degree to fill in the blank:
Given a globe students will ________identify the 5 continents.
correctly
with a calculator
given a map
incorrectly
Examples of Objectives from our teachers 6th grade science:
Students will identify different energy forms to include potential and kinetic.
Students will identify energy connections in the classroom and record daily energy uses in a journal.
Example of Objectives from our teachers 6th grade social studies
Describe the economic systems in Africa by creating a job vacancy advertisement.
Example of Objectives from our teachers 7th grade language arts
Journal: The student will write toe express or reflect on ideas.
SRA: The student will use a variety of strategies to determine a text’s main idea.
DOL: The student will recognize standard usage and appropriate word choice. The student will also proofread for correct punctuation, capitalization, and spelling.
Conclusion
When writing objectives always make it where there is a measurable result after instruction
Always post objectives so the students are aware of what they will be learning
Use strong verbs when writing objectives
Resources
Microsoft PowerPoint Microsoft Clip Art Harry Wong, “The First Days of School” http://itc.utk.edu/~bobannon/
writing_objectives.html