1. Writing Instructional/Learning Objectives

2. What do Goals/Objectives Do? They increase effective communication between teachers and administrations, teachers and students, and teachers and parents They increase effective communication between teachers and administrations, teachers and students, and teachers and parents They aid teachers in developing learning strategies and activities. For example, if your goal is to have the students do something orally, you have to develop activities that provide opportunities for the students to practice using the concept orally. They aid teachers in developing learning strategies and activities. For example, if your goal is to have the students do something orally, you have to develop activities that provide opportunities for the students to practice using the concept orally. They encourage thinking about assessment. The assessment must match your activities, which must match your goal. They encourage thinking about assessment. The assessment must match your activities, which must match your goal.

3. If you are asked to explain the difference between goals and objectives… Goals – General statements stating in vague terms (know, comprehend, understand) the behavior expected of a student at the end of an instructional period. Goals – General statements stating in vague terms (know, comprehend, understand) the behavior expected of a student at the end of an instructional period. For example, the student will know the 50 states of the United States. For example, the student will know the 50 states of the United States. For example, the student For example, the student will understand the three branches of will understand the three branches of government. government.

4. If you are asked to explain the difference between goals and objectives… Objectives –highly specific, measurable statements indicating the behavior expected of a student at the end of an instructional period. –Action verbs are used because they are measurable and observable. –Example: The student will list the 50 states of the United States. –Example: The student will explain the three branches of government.

5. Writing Goals/Objectives Goals/objectives indicate the intent, end result, or competency desired in a student at the end of an instructional period. Goals/objectives indicate the intent, end result, or competency desired in a student at the end of an instructional period. Must be written in terms of student behavior. Must be written in terms of student behavior. Must be written as clearly as possible so there’s no doubt what the lesson’s goal is. Must be written as clearly as possible so there’s no doubt what the lesson’s goal is.

6. Parts of a Goal/Objective Learner: state as specifically as possible who the student is. Learner: state as specifically as possible who the student is. Observable student behavior– action verb specifying the learning outcome Observable student behavior– action verb specifying the learning outcome Criterion/Criteria- level of proficiency to be performed as indicative of “mastery” of the behavior. Criterion/Criteria- level of proficiency to be performed as indicative of “mastery” of the behavior.

7. Learners Examples of learners: 5 th grade science students 6 th grade geography students High school biology students High school Algebra I students Ninth grade English students

8. Observable Student Behavior Behavior has to be written in observable/measurable terms, using action verbs. Do NOT use verbs such as understand, know, or comprehend. Behavior has to be written in observable/measurable terms, using action verbs. Do NOT use verbs such as understand, know, or comprehend. Refer to the list of verbs in the handout about the cognitive taxonomies. Refer to the list of verbs in the handout about the cognitive taxonomies. Write only ONE behavior per objective. Write only ONE behavior per objective. –For example, The student will list the steps of the scientific method. –Do NOT write: The student will list AND explain the steps of the scientific method. List AND explain are two separate behaviors.

9. Observable Student Behavior Ninth grade English students will correctly identify all five parts of an essay.

10. Stating Criterion Levels Criterion level of acceptable performance specifies the level of achievement expected of the student to indicate “mastery” of the instructional objective. Ninth grade English students will correctly identify all five parts of an essay.

11. Stating Criterion Levels Criterion levels can be stated many different ways: Number of items correct Number of items correct Percentage of items answered correctly Percentage of items answered correctly Completion within certain time limit Completion within certain time limit Completion within certain degree of accuracy Completion within certain degree of accuracy Inclusion of essential features Inclusion of essential features (as in an essay, etc.) (as in an essay, etc.)

12. In Summary…. Goals/objectives consist of the following components: Learner Learner Observable Student Behavior Observable Student Behavior Criteria/criterion Criteria/criterion

13. For practice: In the goal/objective below, identify the learner, the observable behavior, and the criterion. The answers are on the following page: Spanish I students will correctly use in written sentences pairs of subjects and regular -ar verbs in the present tense with 90% accuracy.

14. For practice: Spanish I students will correctly use in written sentences pairs of subjects and regular -ar verbs in the present tense with 90% accuracy. Audience: Spanish I students Behavior: will correctly use in written sentences pairs of subjects and regular -ar verbs in the present tense Criterion: with 90% accuracy.

15. For practice: In the goal/objective below, identify the learner, the observable behavior, and the criterion. The answers are on the following slide: Fifth grade science students will correctly explain all of the steps of the scientific method.

16. For practice: Fifth grade science students will correctly explain all of the steps of the scientific method. Audience: Fifth grade science students Behavior: will correctly explain the steps of the scientific method. Criterion: all

17. Let’s Practice In the goal/objective below, identify the learner, the observable behavior, and the criterion. The answers are on the following slide: Seventh grade geography students will identify the seven continents on an unlabeled map of the world with 100% accuracy.

18. Let’s Practice Seventh grade geography students will identify the seven continents on an unlabeled map of the world with 100% accuracy. Audience: Seventh grade geography students Behavior: will identify the seven continents on an unlabeled map of the world Criterion: with 100% accuracy.

19. In preparation for class… Think of a topic/concept that you might teach your future students one day. Think of a topic/concept that you might teach your future students one day. In your notes, write a complete learning objective consisting of: In your notes, write a complete learning objective consisting of: –Learner –Observable student behavior –Criterion CHECKING FOR UNDERSTANDING ACTIVITY FOR THIS WEEK: Also TYPE up your objective (above) on a piece of paper with your name on it. You will be turning this in to me. CHECKING FOR UNDERSTANDING ACTIVITY FOR THIS WEEK: Also TYPE up your objective (above) on a piece of paper with your name on it. You will be turning this in to me. Be prepared to share your objective with your peers. Be prepared to share your objective with your peers.