1. Writing Clear Objectives
Presented by: Carroll County Public Schools Mentoring Team
Power Point Created by: Robyn Marsden

2. Preface
An important part of an effective lesson is a clear objective that informs the learner of what he or she should know and be able to do as a result of the lesson
County wide expectations for clear objective writing are in the works
Various sources were tapped for the information we are about to share with you and are included at the end of this presentation.
As this is a “Professional Learning Community,” we look forward to developing our understanding of this important concept with you.

3. Activity
Working in groups of 4 put these phrases together to formulate the learning objectives for today.
What did you come up with?

4. Our Objectives for Today
After reviewing a power point and participating in a group discussion professional learning community members will be able to:
List the 4 parts of the “ideal” learning objective with 100% accuracy.
• Write a learning objectives that contains a measurable verb taken from Bloom’s higher levels of thinking.

5. What is an objective:
A description of a performance you want learners to be able to exhibit before you consider them competent.
A statement that informs the learner of what he or she should know and be able to do as a result of the lesson

6. Why? Writing clear objectives is important because:
Objectives define what you will have the students do.
Objectives provide a link between expectations, teaching and grading.
Clear objectives help teachers foster higher level thinking skills in their students.

7. How: The A.B.C.D. Method
The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.*
*Taken from Penn State University Online:

8. Audience Who? Who are your learners?
As you target a specific audience with your objective make sure that you are meeting the needs of all learners in that group.
If there are learners in that group that do not need the lesson, (they've already attained mastery) engage them in another productive activity designed to meet their needs. (Differentiation)

9. Behavior
Answers the question: What do you expect the learner to be able to exhibit as a result of the lesson?
The behavior is the action (verb) that describes what the learner (audience) will be able to do after the instruction.

10. Condition
How?
Under what circumstances or context will the learning occur?
What will the student be given or already be expected to know to accomplish the learning?

11. Degree How much will be accomplished?
How well will the behavior need to be performed, and to what level?
Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.
*Not always necessary to include in your objective

12. Identify the A.B.C.D. in our objectives for today:
Who is the audience?
What is the expected behavior? What should you know and be able to do as a result of this lesson?
What are the conditions or circumstances under which learning will occur?
How well must you perform today in order for the performance to be considered acceptable?

13. Activity
Work with a partner to dissect and classify the parts of the objectives listed on the cards.

14. Given a paragraph in a newspaper article, the student will be able to accurately identify the grammatical subject of each sentence and explain his or her decision for all sentences given.
A-Audience
B-Behavior
C-Condition
D-Degree
the student
Given a paragraph in a newspaper article,
will be able to accurately identify the grammatical subject of each sentence and explain his or her decision
for all sentences given.

15. Given a list of meteorological terms, the student will be able to accurately explain what each term means in one or two sentences for all terms given.
A-Audience
B-Behavior
C-Condition
D-Degree
the student
Given a list of meteorological terms,
will be able to accurately explain what each term means in one or two sentences
for all terms given.

16. Given a foreign language sentence written in the past or present tense, the student will be able to rewrite the sentence in future tense with no grammatical errors.
A-Audience
B-Behavior
C-Condition
D-Degree
the student
Given a foreign language sentence written in the past or present tense
will be able to rewrite the sentence in future tense
with no grammatical errors.

17. Given a current-events topic the student will be able to write grammatically-correct, well-crafted opinion essay of three-five pages over two to three days.
A-Audience
B-Behavior
C-Condition
D-Degree
the student
Given a current-events topic
will be able to write a grammatically-correct, well-crafted opinion essay of three-five pages
over two or three days.

19. Quick Review: What are the 4 parts of an “ideal” objective?
A=Audience
B=Behavior
C=Condition
D= Degree

20. Verbs: The Key to Expressing Desired Behaviors
The verb in a learning objective is an action word that connotes an observable behavior.
Bloom's Taxonomy is a way to classify instructional activities or questions as they progress in difficulty. The lower levels require less in the way of thinking skills. As one moves down the hierarchy, the activity requires higher level thinking skills.

21. Remembering or Recall of Information
Knowledge
Remembering or Recall of Information
Define Name Describe Outline Identify Recall Label Recite List Select Match State
Products include:
Quiz
Definition
Fact
Worksheet
Test
Label
List
Workbook
Reproduction
Vocabulary

22. Understanding of given information
Comprehension
Convert Extend Defend Generalize Discriminate Infer Distinguish Paraphrase Estimate Predict Explain Summarize
Understanding of given information
Products include:
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline

23. Using strategies, concepts, principles and theories in new situations
Application
Change Organize Compute Prepare Demonstrate Relate Develop Solve Modify Transfer Operate Use
Using strategies, concepts, principles and theories in new situations
Products include:
Photograph
Illustration
Simulation
Sculpture
Demonstration
Presentation
Interview
Performance
Diary
Journal

24. Breaking information down into its component elements.
Analyzing
Break down Infer
Deduce Outline Diagram Point out Differentiate Relate Distinguish Separate out Illustrate Subdivide
Breaking information down into its component elements.
Products include:
Graph
Spreadsheet
Checklist
Chart
Outline
Survey
Database
Mobile
Abstract
Report

25. Synthesis
Categorize Devise Compile Formulate Compose Predict Create Produce Design
Putting together ideas or elements to develop a original idea or engage in creative thinking.
Products include:
Film
Story
Project
Plan
New game
Speech
Song
Newspaper
Media product
Advertisement
Painting

26. Evaluating
Judging the value of ideas, materials and methods by developing and applying standards and criteria.
Appraise Judge Compare Justify Contrast Support Criticize Validate Defend
Products include:
Debate
Panel
Report
Evaluation
Investigation
Verdict
Conclusion
Persuasive speech

27. Identify the “Bloom” Verb in the following :
will be able to accurately identify the grammatical subject of each sentence and explain his or her decision
will be able to accurately explain what each term means in one or two sentences
will be able to rewrite the sentence in future tense
will be able to write grammatically-correct, well-crafted opinion essay of three-five pages
will write a weather forecast
will demonstrate a willingness to participate and positive non-discriminatory interactions with all team members,
will be able to walk the entire length of the balance beam
will be able to use the computer mouse and lasso tool to trace a usable outline

28. Fifth Grade: ILA Benchmarks
Writing an Objective
Fifth Grade: ILA Benchmarks
Benchmark: Comprehends text
Competency: Self-questions to clarify and extend meaning
What: are the fifth grade indicators?: Independently decides when to pause to monitor/clarify meaning; pauses, reflects upon, and questions the text to monitor/maintain/extend meaning
How: can the indicators be taught?: Teacher . . .continues to provide opportunities for students to independently apply their reading strategies.
Where: can the indicators be taught/observed?
• Guided Reading
• Small Group Instruction
• Literature Discussion Groups
A=the student
B=Self-question to clarify and extend the meaning of a basal story
C=After a modeling lesson on questioning
D=by using post-its to formulate 5 questions they had during reading.
After a modeling lesson on questioning the student will be able to self-question to clarify and extend the meaning of a basal story by using post-it note to formulate five questions they had while reading.
We will work with the group to write one objective.

29. Now it is your turn!
Using the objective you brought with you, rewrite it using the ABCD method. As you write your objective think about how you will use a “Bloom Verb” to denote the desired change in behavior.

30. Summary
What are the 4 parts of the “ideal” learning objective with 100% accuracy.
• Review the learning objective that you just wrote with a partner. Can you identify the audience, behavior, condition and degree?
As you re-read the objective, circle the measurable verb taken from Bloom’s higher level of think.

31. Questions?

32. Resources