2. EDG 4410 Week Three Goals and Outcomes for Instruction Bell Ringer: Discuss with a peer what the following quote means to you and your future teaching: “Educating the mind without educating the heart is no education at all.” ― Aristotle Aristotle

4. Peer Editing of Resumes Pair up with your neighbor. Pair up with your neighbor. Both of you are to focus all of your attention on ONE of the resumes at a time. Put the other resume aside. Both of you are to focus all of your attention on ONE of the resumes at a time. Put the other resume aside. Using the Resume Peer Evaluation Rubric, determine whether or not criteria are being met. Using the Resume Peer Evaluation Rubric, determine whether or not criteria are being met. After you are finished with the ONE resume, dedicate your attention to the other resume and follow the same editing process as above. After you are finished with the ONE resume, dedicate your attention to the other resume and follow the same editing process as above.

5. Learning Continuum Scale A scale is an attempt to create a continuum that delineates distinct levels of knowledge and skill relative to a specific topic. A scale is an attempt to create a continuum that delineates distinct levels of knowledge and skill relative to a specific topic. It can be thought of as an applied version of a learning progression. It can be thought of as an applied version of a learning progression. A well-written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores. A well-written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores. Dr. Robert Marzano

6. Courtesy: Hamilton Elementary 1 st Grade Team Instructional Excellence & Equity

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9. Domains of Learning Each lesson plan must include goals/objectives, or statements indicating what students should be able to do at the end of a period of instruction. Each lesson plan must include goals/objectives, or statements indicating what students should be able to do at the end of a period of instruction. Each objective falls within at least one of three domains (or categories) of learning. Each objective falls within at least one of three domains (or categories) of learning.

10. Affective Domain Objectives reflecting underlying emotions, feelings, or values rather than level of thinking. Objectives reflecting underlying emotions, feelings, or values rather than level of thinking. Example: The music student will appreciate music from the Baroque period. Example: The music student will appreciate music from the Baroque period.

11. Affective Domain What are some other examples of content areas that would tend to have a lot of goals in the affective domain or examples of goals that would come from the affective domain? Talk to your neighbor and jot them down. You will be asked to share them. Example of a content area: Music Example of a goal: The Spanish I student will gain an appreciation for flamenco dancing.

12. Hierarchical Levels of the Affective Domain Receiving (Attending) Receiving (Attending) Responding Responding Valuing Valuing Organization Organization Characterization by a value or value complex: One behaves in a manner consistent with one’s value system. Characterization by a value or value complex: One behaves in a manner consistent with one’s value system.

13. Psychomotor Domain Objectives in this domain deal with movement. Objectives in this domain deal with movement. Example: The dance student will perform all 5 basic positions of ballet with 100% accuracy. Example: The dance student will perform all 5 basic positions of ballet with 100% accuracy.

14. Psychomotor Domain What are some other examples of content areas that would tend to have a lot of goals in the psychomotor domain or examples of goals that would come from the psychomotor domain? Talk to your neighbor and jot them down. You will be asked to share them. Example of a content area: Dance Example of a goal: The middle school Spanish student will be able to dance the Mexican hat dance.

15. Psychomotor Domain Hierarchy Moving – gross motor control Moving – gross motor control Manipulating – fine motor coordination Manipulating – fine motor coordination Communicating – communication of ideas and feelings Communicating – communication of ideas and feelings Creating – represents the student’s coordination of thinking, learning, and behaving in all three domains Creating – represents the student’s coordination of thinking, learning, and behaving in all three domains

16. Cognitive Domain Objectives that deals with level of thinking required of the student Objectives that deals with level of thinking required of the student Most objectives in the schools tend to come from the cognitive domain. Most objectives in the schools tend to come from the cognitive domain. Cognitive domains most referred to: Cognitive domains most referred to: –Bloom’s Taxonomy of Educational Objectives; six hierarchical levels. –Anderson and Krathwohl’s Taxonomy Revision of Bloom’s Taxonomy Revision of Bloom’s Taxonomy Flips the last two levels of Bloom’s Taxonomy Flips the last two levels of Bloom’s Taxonomy

17. Cognitive Domain New Model: Anderson and Krathwohl’s Taxonomy (2000) New Model: Anderson and Krathwohl’s Taxonomy (2000) Very similar to Bloom’s Taxonomy, except for switching of the two highest levels. Very similar to Bloom’s Taxonomy, except for switching of the two highest levels. Anderson and Krathwohl’s Anderson and Krathwohl’s Bloom’s Taxonomy Taxonomy Bloom’s Taxonomy Taxonomy

18. Levels of Bloom’s Taxonomy of Educational Objectives Knowledge: requires students to memorize and recall information Knowledge: requires students to memorize and recall information Comprehension: requires students to demonstrate some level of understanding Comprehension: requires students to demonstrate some level of understanding Application: requires students to use previously acquired information in a setting other than that in which it was learned. Students are required to transfer their skills to another setting/situation. Application: requires students to use previously acquired information in a setting other than that in which it was learned. Students are required to transfer their skills to another setting/situation.

19. Levels of Bloom’s Taxonomy of Educational Objectives Analysis: requires students to draw relationships among ideas or to compare/contrast; break down information. Analysis: requires students to draw relationships among ideas or to compare/contrast; break down information. Synthesis: requires students to draw from what he/she has learned and produce something unique. Highest level in Anderson and Krathwohl’s model. Synthesis: requires students to draw from what he/she has learned and produce something unique. Highest level in Anderson and Krathwohl’s model. Evaluation: requires students to form judgments about the value or worth of something and to substantiate his/her judgment. Next to the highest level in Anderson and Krathwohl’s model. Evaluation: requires students to form judgments about the value or worth of something and to substantiate his/her judgment. Next to the highest level in Anderson and Krathwohl’s model.

21. What level of Bloom’s Taxonomy is the objective? Imagine what cell phones will be like in 10 years. What do you think your cell phone will be able to do? Imagine what cell phones will be like in 10 years. What do you think your cell phone will be able to do? Differentiate between the words sympathy and empathy. Differentiate between the words sympathy and empathy. Name the states comprising Name the states comprising New England. New England. Calculate the area of a given shape. Calculate the area of a given shape.

22. What level of Bloom’s Taxonomy is the objective? If Romeo and Juliet hadn’t died, what do you think would have happened to the two feuding families? If Romeo and Juliet hadn’t died, what do you think would have happened to the two feuding families? Determine the moral of the story, “The Giver.” Determine the moral of the story, “The Giver.” Identify the notes of a Identify the notes of a treble clef. treble clef. Illustrate the poem, “The Illustrate the poem, “The Raven.” Raven.”

23. What level of Bloom’s Taxonomy is the objective? Explain how hydrogen and oxygen combine to form water. Explain how hydrogen and oxygen combine to form water. In your opinion, which movie was the best movie last year? Explain why. In your opinion, which movie was the best movie last year? Explain why. Using a ruler, determine the mean height of everyone in this classroom. Using a ruler, determine the mean height of everyone in this classroom. Translate, “Los estudiantes de la Profesora Verkler son muy inteligentes” into English. Translate, “Los estudiantes de la Profesora Verkler son muy inteligentes” into English.

24. PLC Activity Writing Objectives in the Cognitive Domain Follow the directions in your PLC folder. At the conclusion of the activity, each group will be asked to share with the rest of the class.