1. Module 4 Objectives

2. 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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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

9. KNOWLEDGE LEVEL Definition: Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Verbs: Writeindicate Listrecite Label recognize Name tabulate State identify Define draw

10. COMPREHENSION LEVEL Definition: Student translates, comprehends, or interprets information based on prior learning. Verbs: Explainclassifyexpress Summarizecomputedistinguish Paraphrase differentiate estimate Describe Illustrate compare

11. APPLICATION LEVEL Definition: Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. Verbs: Use Compute Solve Demonstrate Apply Construct

12. ANALYSIS LEVEL Definition: Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Verbs analyzecategorizediagnose compareclassify diagram contrastdebatededuct differentiateseparate dissect distinguishexamineinfer

13. SYNTHESIS LEVEL Definition: Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Verbs Createchangecombinecreate DesignHypothesizecomposeformulate InventDevelop constructgenerate inventplanpredictpretend producereconstructrevisesuggest visualize

14. EVALUATION LEVEL Definition: Student appraises, assesses, or critiques on a basis of specific standards and criteria. Verbs judgerecommendcritique justify appraisechoose compareconcludedecide defendevaluaterank rateselectsupport

15. 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.

16. 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

17. An Easy Method For Writing Objectives The ABCD Method A: Audience B: Behavior C: Condition D: Degree

18. The A in ABCD Method Audience: Who are your learners? Students Teachers Staff members

19. 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.

20. The C in ABCD Method Condition: How? Under what circumstances or context will the learning occur?

21. 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%

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. Examples of Objectives from our teachers 6 th 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.

33. Example of Objectives from our teachers 6 th grade social studies Describe the economic systems in Africa by creating a job vacancy advertisement.

34. Example of Objectives from our teachers 7 th 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.

35. 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

36. Resources Microsoft PowerPoint Microsoft Clip Art Harry Wong, “The First Days of School” http://itc.utk.edu/~bobannon/writing_objective s.html