Objectives

EDUC 3100

Objectives

What is an Objective?

A statement of what we want students to know, do, and feel.

A teacher must be able to ASSESS the objective in some way.

Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator

Bloom’s Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists. Together, they developed a classification of levels of thinking behaviors thought to be important in the processes of learning.

Bloom and co. actually identified three domains of educational activities. Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas

(Attitude) Psychomotor: manual or physical skills (Skills)

Best known is the Cognitive taxonomy as follows

Knowledge

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter

Knowledge

Comprehension

understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences

Knowledge

Comprehension

Application

use information use methods, concepts, theories

in new situations solve problems using required

skills or knowledge

Knowledge

Comprehension

Application

Analysis

seeing patterns organization of parts recognition of hidden meanings identification of components

Knowledge

Comprehension

Application

Analysis

Synthesis

use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

compare and discriminate between ideas

assess value of theories, presentations

make choices based on reasoned argument

verify value of evidence recognize subjectivity

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom’s Mnemonic

KarenCanAddAnd SubtractEasily

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Bloom’s Taxonomy - Revised

Change in Terms• The names of six major categories were changed from noun to verb

forms. • As the taxonomy reflects different forms of thinking and thinking is an

active process verbs were more accurate. • The subcategories of the six major categories were also replaced by verbs • Some subcategories were reorganized.• The knowledge category was renamed. Knowledge is a product of

thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

• Create a mnemonic for the revised Bloom’s Taxonomy

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Affective DomainAttitudes

Receiving: Awareness, willingness to hear, selected attention.

Responding Active participation on the part of the learners. Attends

and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Valuing The worth or value a person attaches to a particular

object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner ín overt behavior and are often identifiable.

Affective Domain (cont.)

Attitudes

Organization Organizes values into priorities by contrasting

different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.

Internalizing values (characterization) Has a value system that controls their

behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Psychomotor DomainSkills

Perception The ability to use sensory cues to guide motor

activity. This ranges from sensory stimulation, through cue selection, to translation.

Set Readiness to act. It includes mental, physical, and

emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets).

Guided Response The early stages in learning a complex skill that

includes imitation and trial and error. Adequacy of performance is achieved by practicing.

Mechanism This is the intermediate stage in learning a complex

skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

Complex Overt Response The skillful performance of motor acts that involve

complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.

Adaptation Skills are well developed and the individual can

modify movement patterns to fit special requirements

Origination Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

Webb’s Depth of KnowledgeDOK 1: Recall and Reproduction

Recall or recognition of a fact, information (definitions, terms, dates, etc.), concept, or procedure Identify who, when, what where, and why Recall facts, terms, concepts, trends, generalizations

and theories Use a variety of tools Recognize or identify specific information Identify specific information Define Describe (recall, recite or reproduce information) Identify purposes

DOK 2: Application of Skills and Concepts

Use of information, conceptual knowledge, following or selecting appropriate procedures, two or more steps with decision points along the way, routine problems, organizing/displaying data Describe or explain how or why Give an example Describe and explain issues and problems, purposes,

patterns, sources, reasons, points of view or processes Compare Classify, sort items into meaningful categories Convert information from one form to another

DOK 3: Strategic Thinking

Requires reasoning, developing a plan or sequence of steps to approach a problem; requires some decision making and justification; abstract and complex; often having more than one possible answer Use concepts to solve problems Use evidence to justify Propose and evaluate solutions to problems Recognize and explain misconceptions Cite evidence and develop a logical argument for concepts Reason and draw conclusions Disseminate among plausible answers Analyze similarities and differences in issues and problems Apply concepts to new situations Make connections across time and place to explain a concept or

big idea Recognize and explain patterns Make and support decisions Evaluate effectiveness and impact

DOK 4: Extended Thinking

An investigation or application to real work; requires time to research, think, and process multiple conditions of the problem or task non-routine manipulations, across disciplines/content areas/multiple sources Connect ideas and concepts within the content area or among content

areas Examine and explain alternative perspectives across a variety of sources Describe and illustrate how common themes and concepts are found

across time and place Make predictions with evidence as support Develop a logical argument Plan and develop solutions to problems Analyze and synthesize information from multiple sources Complex reasoning with planning, investigating or developing a product Apply and adapt information to real-world situations Participation in simulations and activities requiring higher-level thinking

Cognitive Demand

Cognitive demand relates to how much thinking is called for by the students for a specific task. For example, routine memorization involves low cognitive demand, no matter how advanced the content. Applying, analyzing, and evaluating concepts involves high cognitive demand, even for basic content. Both types of cognitive demand are associated with student performance and are necessary in the classroom.

Solve geometric proofs using the appropriate theorems.

APPLICATION

High cognitive demand

Explain the “melting pot” philosophy.

COMPREHENSION

Low cognitive demand

Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth.

ANALYZE


Create a poem using metaphors

SYNTHESIS


Define the associative property of addition

KNOWLEDGE

Low cognitive demand

Justify the selection of materials for an insulated box.

EVALUATE


So What Do We Use This For?

To write objectivesTo help us match objectives to

assessment methods and instructional tasks

You Try!

Identify the level of cognitive demand of the given objectives from the state core and put them on the appropriate shape.

Then put each objective on the correct level of Bloom’s taxonomy on the board.

Homework

Bring the state core to class on Monday for the topic you want to use for your TWS

Remember your Contextual Factors paper is due Monday Identify at least three contextual factors that influence

student learning – positive or negative. Use one student, one classroom, and one schoolwide or community factor. Then provide suggestions for how you will respond to the factor. Typed, 1-2 pages, double spaced

Review Activity: Bloom’s Taxonomy

Select three indicators from the state coreDetermine the cognitive demand of the

indicators and write them on the appropriate shape.

Place the indicators on the correct section of Bloom’s taxonomy on the board.

Backwards Design

1. Identify Desired Results

2. Determine Acceptable Evidence

3. Plan of Action

OBJECTIVES

ASSESSMENTS

LESSONS

Why “backward”?

The stages are logical but they go against habits We’re used to jumping to lesson and activity ideas -

before clarifying our performance goals for students By thinking through the assessments upfront, we

ensure greater alignment of our goals and means, and that teaching is focused on desired results

What are the objectives from

the core?

Unpacking the Standards

STOP AND WORK

Get out your core curriculum and find the Standards, Objectives, and Indicators that you want to teach for your TWS.

Write them on your green rounded rectangle (lower half) Ex: Standard 2, Objective 3,

b. Describe how weather and forecasts affect people's lives.

c. Predict weather and justify prediction with observable evidence.

“Big Ideas” are typically revealed via –

Core conceptsFocusing themesOn-going debates/issuesInsightful perspectivesOrganizing theoryOverarching principleUnderlying assumption

Big Ideas: Examples

Words are power.Reading is more than just the words on a

page.Relationships between quantities can be

represented by graphs, tables, and equations.

Healthy nutrition practices influence all aspects of our lives.

All life is interrelated as evidenced by the differences and similarities among species.

More Big Idea Examples

Great artists often break with conventions to better express what they see and feel.

Price is a function of supply and demand. Friendships can be deepened or undone by

hard times History is the story told by the “winners” F = ma (weight is not mass) Math models simplify physical relations –

and even sometimes distort relations – to deepen our understanding of them

The storyteller rarely tells the meaning of the story

You’ve got to go below the surface...

to uncover the really ‘big ideas.’


What are the objectives from

the core?

What are the “big ideas” that

flow from the objective or

that the objective is based on?

Standard 2, Objective 3, b. Describe how weather and forecasts affect people's lives.c. Predict weather and justify prediction with observable evidence.

Predictions about the weather influence people’s lives.


What are the standards,

objectives, and indicators

from the core?

What are the “big ideas” that

flow from the objective or

that the objective is based

on?

What is the overall unit

objective?

Standard 2, Objective 3, a.Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).b.Describe how weather and forecasts affect people's lives.

c.Predict weather and justify prediction with observable evidence.

Predictions about the weather influence people’s lives.

Understand that the elements of weather can be observed, measured, and recorded to make predictions.

STOP AND WORK

What “Big Idea” are the listed standards, objectives, and indicators based on?

Write your “Big Idea” for your TWS on the top half of your rounded rectangle. Talk with your group about it.

Write your overall unit objective.

Knowledge, Skills, and Dispositions

What knowledge, skills, and dispositions follow from the “Big Ideas” and the specific indicators to be taught?

What “teachable chunks” can be described? “Expert blindspot”

Identify the Cognitive Load

Low cognitive load objectives - what we want students to know (rectangles)

High cognitive load objectives - what we want students to be able to do (ovals)

Write as an Objective

1. Start with a verb- Use your list of Bloom’s or DOK verbs

2. Make sure each objective includes only one action and one content part

3. State as a student outcome (not what the teacher will do)

4. Focus attention on the Big Idea and are part of the core curriculum

5. Include high and low cognitive load objectives

a. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).Label a rain gauge, barometer, and thermometerUse a rain gauge to measure rainfallUse a barometer to measure air pressureUse a thermometer to measure temperature

b. Describe how weather and forecasts affect people's lives.

Describe how weather and forecasts affect people's lives.c. Predict weather and justify prediction with observable

evidence.Create a three day weather forecastSupport your weather forecast using observable evidence

Reading is more than just words on the paper.

Read the assigned book fluently.

Know about community helpers.

Learn to be good friends.

Explain the parts of the digestive system helping students focus on individual organs.

Understand how to do long division.

Read a story and write the main idea and then illustrate the character development using a foldable book.

The economic history in America before the civil war contributed to the development of that war.

Worth being familiar with

Must know and be able to do

Enduring Understandin

gBig Idea

Prioritizing Desired Results


Big Idea

Core standards, objectives, indicators

Low cognitive load objective



High cognitive load objective




Unit Objective

STOP AND WORK

UNPACK each indicator from the core and write an objective using the Bloom’s verbs. Make sure each objective is chunked so that you can teach it in one lesson. Separate the objectives into low and high cognitive load. Write on the appropriate shape.

Unpacking the Standard Assignment recap

Identify all the core indicators you will cover.Specify the “Big Ideas” that students will

acquire.Break out the indicators into teachable

chunks separated by high and low cognitive load.

Rough draft due in class next time so we can work on them.

Objectives

Documents

Transcript of Objectives