1. THE COLLEGE-READY PROMISE COLLEGE-READY OBJECTIVES Indicators 1. 1A, 1
THE COLLEGE-READY PROMISE COLLEGE-READY OBJECTIVES Indicators 1.1A, 1.1B

2. Objectives
To acquire knowledge and skill in writing objectives to high levels of rigor and cognition
To deepen understanding of what makes a learning goal measurable.

3. T-P-S
“Master teachers spend more time unpacking standards and objectives than they do planning learning activities because they understand that clear learning goals will drive everything else they do.” -Robyn R. Jackson, “Never Work Harder Than Your Students & Other Principles of Great Teaching”

4. Learning Objectives High expectations Rigorous Sequenced appropriately
Measureable
Learning, not activity based
Interdisciplinary*
Multiple methods of measurement*

5. Tips for Creating Rigorous Learning Objectives
Use of Bloom’s verbs (see handout)
Use Conley’s article cognition verbs
Key Cognitive Strategies
Intellectual Openness*
Inquisitiveness
Analysis
Reasoning, Argumentation, and Proof
Interpretation
Problem Solving
Precision and Accuracy*
*may not be appropriate for the main
objective, but may be included as secondary
skills to be developed
Bloom’s Terminology
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

6. Cognitive Verbs evaluate analyze synthesize argue construct apply
create
Cognitive Verbs
prove
problem solve
reason
These verbs are taken from Bloom’s and from Conley’s Key Cognitive Strategies.
interpret
evaluate
inquire

7. Passive Verbs believe learn know enjoy realize understand like
As we are striving for our students to be cognitively engaged – we need to make sure the objective showcases the cognitive thinking that we expect from our students.
appreciate

8. Doing Verbs cut and paste take a quiz work underline watch show
demonstrate
make a chart

9. Standards and Objectives
Teacher’s stated objectives:
1. Develop vocabulary for studying the Holocaust
Examine and cite primary and secondary source materials
Could they be rewritten using the language of Bloom’s?
Students will acquire knowledge and comprehension of academic language pertaining to the Holocaust.
2. Students will analyze primary and secondary source materials, and will use these sources to support a political or ideological viewpoint.

10. Rigorous all the time?
College Ready Objective Students will research the evolution of welfare reform and legislative efforts to address persistent poverty in America from the 1960s to the present by using their textbook and web-based resources to answer given questions as a means of preparing for an upcoming debate on the topic.
Scaffold Objectives
Students will create a timeline of milestones in welfare reform from the 1960s to the present.
Students will write a 5-paragraph essay on one milestone from their timeline.
Using the information obtained from their research, students will prepare 5 arguments either pro or con to debate the topic of the federal welfare program.

11. Doing vs. Learning? Isn’t analyzing doing? Isn’t synthesizing doing?
Yes, it’s “brain doing,” as opposed to “making a chart” or “performing a skit.”
Click to see answer to the questions.
What’s the thinking?

12. Measurability
Measurability allows the teacher and students to know how much progress is being made toward attainment of the objective.
How much?
How many?
To what degree?
How will I know when it is accomplished?

13. Measurability Un-measurable objective
Students will be able to combine ideas that electric power and
mechanical power are equal.
How will the teacher know if the students are
“able to combine ideas?”

14. Measurability How will “solving problems” be measured?
College-Ready Learning Objective
Students will solve problems involving discounts, earned interest,
and tips by calculating percentages of quantities.
How will “solving problems” be measured?
Possible Measurement
Student attainment of objective will be measured by the percentage of
problems they solve correctly. Because there are 4 problems of each
transaction (discounts, earned interest, and tips) I will know they are
learning the objective if they accurately solve 3 problems of each transaction.

15. Measurability How will “analysis” be measured? College-Ready Objective
Students will analyze Holden Caulfield’s statement, "Almost every time somebody gives me a present, it ends up making me sad," by using textual evidence from chapter 7 of Catcher in the Rye.
How will “analysis” be measured?
Click to see possible answer.
Possible Measurement
Attainment of objective will be measured by the degree of appropriateness of a student’s selection of textual evidence (must have a minimum of two citations) and how strongly they use this evidence to support Caulfield’s statement and explain his loneliness. Students will write a paragraph, and a rubric will describe the performance levels of their analysis.

16. Measurability College Ready Objective
Sometimes, you can write the measurability right into the objective.
College Ready Objective
Students will prove the Pythagorean theorem by creating three 2-dimensional models and writing an algebraic equation for each.
The how and the how many are already answered.

17. Measurability There is no one right way of stating measurability.
The best thing to do is to ask yourself if your verb is measurable.
If the measurability isn’t clearly stated in the objective, write a statement into your lesson plan that answers any of these
questions:
How much?
How many?
To what degree?
How will I know when it is accomplished?

18. Application
Think back to your learning objective for today. Is it rigorous and measureable? If not, rewrite it so that it is.
Check in with your elbow partner.
Reflection:
How will this impact student learning if your objectives are clear, rigorous and measureable?