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