1. Teacher Work Sample Part 2: Learning Goals and Objectives Dr.Nesreen Al Homaid 1

2. Requirements: Goals & Objectives TWS Standard The candidate sets significant, challenging, varied, and appropriate learning goals and objectives. Task Provide and justify the goals and objectives for the unit. Dr.Nesreen Al Homaid 2

3. Prompt List the goals and objectives (not the activities) that will guide the planning, delivery, and assessment of your unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied, and appropriate. The objectives should define what you expect students to know and be able to do at the end of the unit. There should be a sufficient number of objectives for each respective goal to provide evidence of goal achievement. Show how the goals and objectives are aligned with state standards. Identify the Blooms level of each goal and objective. Dr.Nesreen Al Homaid 3

4. Why we mention Bloom Taxonomy in evaluating & developing lesson objectives. Who was Bloom? Benjamin Bloom was an educational psychologist who, in 1956, created a conceptual framework for student learning objectives. Despite certain objections and modifications, Bloom’s Taxonomy is still being widely used today. Dr.Nesreen Al Homaid 4

5. What is Bloom’s taxonomy? The original Bloom model was revised in 2001 to enable educators to gain a more thorough understanding of the learning process. This revision brought greater focus on actionable verbs within the hierarchy of the six categories, as seen in the diagram below Dr.Nesreen Al Homaid 5

6. Bloom's Taxonomy through Graphics graphics can be incorporated into introducing Bloom's taxonomy. The pyramid chart lists the sequence of Bloom's Taxonomy very simply. Dr.Nesreen Al Homaid 6

7. Bloom’s Original Taxonomy (Bloom & Krathwol, 1956) Dr.Nesreen Al Homaid 7

8. Bloom’s Original Taxonomy (Bloom & Krathwol, 1956) Dr.Nesreen Al Homaid 8

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10. The following is labeled as a pie chart. A pie chart can be used in many different ways. this is one example of how graphics can help students understand the way Bloom's taxonomy works. Dr.Nesreen Al Homaid 10

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12. The following is called a mind map. It can be somewhat confusing for some students, but is also a great way to get students thinking and seeing the flow of things throughout Bloom's Taxonomy Dr.Nesreen Al Homaid 12

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14. Why use the taxonomy to develop objectives? Basically, incorporating Bloom’s Taxonomy into lesson objectives will enable both you and your learners to visualize the ‘bigger picture.’ More importantly, we as teachers can use the cognitive domain of the Taxonomy to realize what exactly we are asking learners to do in class. Let’s look at each level and see what it means in terms of developing an objective. - Dr.Nesreen Al Homaid 14

15. Applying Blooms Taxonomy Through the Use of Verbs 1. Remembering At the most basic level of the framework, learners are asked to recall information. Defining terms and correctly identifying the meaning of certain words are typical course book tasks that represent this level. Example objective: ‘Learners will be able to match vocabulary items to the correct definitions.’ Dr.Nesreen Al Homaid 15

16. 2. Understanding: At this level, learners are asked typically required to interpret facts and compare and contrast newly learned information. True or false activities and reading comprehension questions are at the understanding level. Example objective: ‘Learners will be able to answer comprehension questions for a reading text.’ Dr.Nesreen Al Homaid 16

17. 3. Applying At the applying level, learners apply concepts and techniques that they learned in class to authentic situations. A typical task at this level would be to write a paragraph based on a model presented in the course book. Example objective: ‘Learners will be able to write a paragraph based on information given in a table.’ Dr.Nesreen Al Homaid 17

18. 4. Analyzing At the next level, learners are required to uncover patterns and discover meaning by differentiating information. Grammar boxes that require learners to deduce the rules are examples of activities at this level. Example objective: ‘Learners will be able to deduce the grammar rules for using who and whose in relative clauses.’ Dr.Nesreen Al Homaid 18

19. 5. Evaluating At the evaluating knowledge level, teachers are starting to really challenge learners to build up high-level critical thinking skills. Tasks might include, for instance, making choices about a text and providing evidence for these choices. Example objective: ‘Learners will be able to identify the author’s stance and provide evidence to support this viewpoint.’ Dr.Nesreen Al Homaid 19

20. 6. Creating At the highest level of Bloom’s Taxonomy, learners are required to create some kind of tangible product. We typically see such activities at the end of a course book unit, in which all of the input leads to the production of a poster or a set of rules, or some such interpretation of what has been learned. Example objective: ‘Learners will be able to create a PowerPoint presentation summarizing what they have learned about today’s topic” Dr.Nesreen Al Homaid 20

21. Blooms Taxonomy Verbs Dr.Nesreen Al Homaid 21

22. Guidelines for Learning Goals Concise: one or two sentences in length Focused: on the standards-based concepts and information the student will learn Specific: describes precisely what the learner is expected to know Outcome-Based: describes what the learner will know after instruction, not on learning activities Describes expected knowledge: describes the desired information, concepts or ideas students are expected to learn, not merely a direction of change or a teacher activity Format: written as a “The student will know that……. statement Dr.Nesreen Al Homaid 22

23. A well written objective…… Focuses on what the student will do to demonstrate what they have learned with regard to the learning goal… …not on learning activities they will do. Focus on DEMONSTRATING learning goal CONCEPTS and SKILLS, rather than on activities. Dr.Nesreen Al Homaid 23

24. Objectives are…... specific Objectives are very specific. This means that they should describe precisely what the learner is expected to do to demonstrate knowledge of concepts or skills. Dr.Nesreen Al Homaid 24

25. Objectives are …...measurable Objectives are measurable. This means that objectives should describe learning goal outcomes that can be measured; objectives should be seen or heard. Dr.Nesreen Al Homaid 25

26. Observable, Measurable Action Verbs Remember ---define, describe, find, identify, list, name, etc. Understand ---arrange, interpret, clarify, paraphrase, translate, etc. Apply ---demonstrate, execute, carry out, illustrate, implement, etc. Analyze ---differentiate, select, organize, integrate, outline Evaluate ---assess, defend, evaluate, predict, support, justify, etc. Create ---compose, generate, formulate, plan, design, produce, construct, etc. Dr.Nesreen Al Homaid 26

27. Requirements: From three to five of them Measurable – something you can assess Challenging – push your students to achieve Varied – both depth and breadth Appropriate – goals have to fit your context Linked to Next Generation Sunshine State Standards Apply to the whole unit Dr.Nesreen Al Homaid 27

28. Depth of Knowledge ( DOK Levels) 1) Recall ---list, identify, quote, recite, state, define, calculate, name 2) Skill/Concept--- categorize, classify, estimate, predict, construct, identify patterns, compare, make observations 3) Strategic Thinking--- formulate, hypothesize, cite evidence, compare, investigate, develop a logical argument 4) Extended Thinking--- connect, synthesize, critique, analyze, create, prove Dr.Nesreen Al Homaid 28

29. Objectives are…...outcome based Objectives are outcome based. This means that the objective is going to state what the learner should be able to do after the instruction is complete. The process of how the instruction happens is not considered in an objective. Dr.Nesreen Al Homaid 29

30. Of note… Avoid words like understand, learn, and know. They are not measurable because there is no product involved. Sometimes the degree of accuracy is implied by words such as correctly, accurately and successfully. Not all lessons result in a tangible product. Therefore, when students verbally demonstrate their learning, the measurable action involves telling, explaining, or discussing. Dr.Nesreen Al Homaid 30

31. Objectives…...describe student behavior Objectives describe student behaviors. This means that objectives should relate what the student should be able to do after the instruction. Dr.Nesreen Al Homaid 31

32. TWS Part 2: Learning Goals why? This part is important? It shows your mastery of writing Learning goals and objectives. What do you want students to know or be able to do as a result of your planning and instruction? Dr.Nesreen Al Homaid 32

33. Goals reflect varied levels of learning and are significant and challenging Use a learning theory, such as Blooms’ revised Taxonomy, to indicate the different levels of learning of your goals. You should have 3 to 5 learning goals. Too few and it’s hard to show different levels of learning; too many and your TWS will get too long as you deal with each goal in later parts. Dr.Nesreen Al Homaid 33

34. Goals are clearly stated at learning outcomes Focus on specific learning outcomes of the series of lessons you’re teaching. Don’t include year-long goals Goals should not be activities unless you’re dealing with a performance based content. Dr.Nesreen Al Homaid 34

35. Goals are appropriate for the development; pre-requisite knowledge, skills, experiences; or other student needs Done in a narrative manner where you discuss why the goals are appropriate for your group of students; might include scope and sequence or district expectations Dr.Nesreen Al Homaid 35

36. Goals are explicitly aligned with national, state or local standards It’s best to find the district goals and indicate which district goals are being met with each of your goal. Show the connection with the Iowa core curriculum You don’t have to use all three levels of standards to align your goals with Dr.Nesreen Al Homaid 36

37. Important note: Although learning goals that are easy to quantify and make the TWS easier; if you have learning goals that have higher levels of learning or involve a performance or creation element; assessing those goals may require a set of criteria for assessment. This will be one of the shorter chapters, but most critical. Your learning goals must align with assessment (TWS. 3), instruction (TWS 4), analysis of learning (TWS. 6), and references reflection and evaluation (TWS. 7) Dr.Nesreen Al Homaid 37

38. TWS Rubric Part 2: Dr.Nesreen Al Homaid 38

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