2. Writing Goals and Objectives EDUC 490 Spring 2007

3. Goal & objective for today Goal: 490 SWBAT write learning goals and lesson objectives for their IWS. Objective: 490 SWBAT write one lesson objective for each learning goal by the end of this class with 100% accuracy.

4. Lewis Carroll: If you don't know where you are going, any road will get you there.

5. SC Content Standards Goals & Objectives Learning Goals Lesson Objectives

6. 1. SC Content Standards Goals & Objectives Be sure what you are planning to teach connects to a standard. Be specific when including the standards (include all pieces). Suggestion: Make a page in your IWS that lists all the standards you address in your unit (separated by content area).

7. Example of a standard SS 2-1.1 TLW recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities.SS 2-1.1 TLW recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities. SS 2-1.2 TLW compare the historic traditions…SS 2-1.2 TLW compare the historic traditions…

8. 2. Learning Goals Goals & Objectives Directly related to State Standards. Broad “generalizations” or “big ideas” you want your students to experience. Conceptual level of thinking via Bloom’s Taxonomy Compelling rationale…why do students need to experience the goal? In student terms, “Why do I need to know this?”

9. Example of a learning goal The student will compare and contrast the region in which they live with the other four regions of the United States to develop an understanding, appreciation, and respect for differences in people and places.

10. 3. Lesson Objectives Learning Goals Learning Goal(s) broken down into intermediate, measurable tasks. Basis for ongoing instruction and assessment towards Learning Goal(s). Used to communicate exactly what is needed for mastery.

11. Example of an objective Tricia will name each of the five US regions given a pictorial representation with 80% accuracy

12. Differences GOALSOBJECTIVES GlobalSpecific BroadFocused Long termShort term Multi-dimensionalunidimensional

13. Learning objectives Keep learning student-focused Encourage all “parts” of the lesson to relate to the “whole” goal Track the learning process and evaluates its success

14. Three parts to an objective Behavior Condition Criterion

15. 1. Behavior What is the learner expected to do?

16. 2. Condition Under what situation will the behavior be observed?

17. 3. Criterion How well or with what accuracy must the learner be able to perform?

18. Example of an objective Behavior (“Tricia will name…”)Behavior (“Tricia will name…”) Condition (“…each of the five US regions given a pictorial representation…”)Condition (“…each of the five US regions given a pictorial representation…”) Criterion (“…with 80% accuracy.”)Criterion (“…with 80% accuracy.”)

19. Common errors Including more than one behavior in a single objective SWBAT compare and contrast… SWBAT write and speak about….

20. Common errors Using performance terms which cannot be measured SWBAT understand the difference… SWBAT think about election choices…

21. Common errors Writing an unattainable objective SWBAT memorize The Iliad…. SWBAT run a 4 minute mile….

22. Common errors Writing objectives unrelated to the goal The student will compare and contrast the region in which they live with the other four regions of the United States… GOAL: The student will compare and contrast the region in which they live with the other four regions of the United States… OBJECTIVE: SWBAT name the state capitals…

23. Analyze this objective Lupe will read three books this month. Behavior ???? Condition ???? Criterion ????

24. Bloom’s Taxonomy

25. 1. Knowledge : To recall information observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Define Identify Label List Match Name Order Relate

26. 2. Comprehension : To interpret information in one’s own words understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Classify Describe Explain Locate Report Review Select Sort Summarize Translate Restate Recognize

27. 3. Application: To apply knowledge or generalize it for a new situation use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Apply Choose Compute Demonstrate Dramatize Employ Illustrate Interpret Operate Schedule Sketch Solve

28. 4. Analysis : To break down know-ledge into parts and relate parts to the whole seeing patterns organization of parts recognition of hidden meanings identification of components Analyze Appraise Categorize Compare Contrast Diagram Differentiate Discriminate Distinguish Estimate Inventory Test

29. 5. Synthesis : To bring together parts of knowledge to form a whole and build relationships for new situations use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Assemble Collect Compose Construct Create Design Formulate Organize Plan Revise Synthesize

30. 6. Evaluation: To make judgments on the basis of given criteria compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Appraise Argue Assess Choose Conclude Criticize Estimate Evaluate Judge Predict Rate Score Support Value