Writing Goals and Objectives

EDUC 490Spring 2007

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.

Lewis Carroll:

If you don't know

where you are going,

any road will get you there.

SC Content Standards

Goals & Objectives

Learning Goals

Lesson Objectives

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).

Example of a standard

• SS 2-1.1 TLW recognize the basic SS 2-1.1 TLW recognize the basic elements that make up a cultural region elements that make up a cultural region in the United States, including in the United States, including language, customs, and economic language, customs, and economic activities.activities.

• SS 2-1.2 TLW compare the historic SS 2-1.2 TLW compare the historic traditions…traditions…

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?”

Example of a learning goal

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

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.

Example of an objective

Tricia will name each of the Tricia will name each of the five US regions given a five US regions given a pictorial representation with pictorial representation with 80% accuracy80% accuracy

Differences

GOALS OBJECTIVES

Global Specific

Broad Focused

Long term Short term

Multi-dimensional unidimensional

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

Three parts to an objective

• Behavior

• Condition

• Criterion

1. Behavior

What is the learner expected to do?

2. Condition

Under what situation will the behavior be observed?

3. Criterion

How well or with what accuracy must the learner be able to perform?

Example of an objective

• Behavior Behavior (“Tricia will name…”)(“Tricia will name…”)

• Condition Condition (“…each of the five US (“…each of the five US regions given a pictorial regions given a pictorial representation…”)representation…”)

• Criterion Criterion (“…with 80% accuracy.”)(“…with 80% accuracy.”)

Common errors

• Including more than one behavior in a single objective

SWBAT compare and contrast…

SWBAT write and speak about….

Common errors

• Using performance terms which cannot be measured

SWBAT understand the difference…

SWBAT think about election

choices…

Common errors

• Writing an unattainable objective

SWBAT memorize The Iliad….

SWBAT run a 4 minute mile….

Common errors

• Writing objectives unrelated to the goal

GOAL: The student will compare and contrast the The student will compare and contrast the region in which they live with the other four regions of region in which they live with the other four regions of the United States…the United States…

OBJECTIVE: SWBAT name the state capitals…

Analyze this objective

• Lupe will read three books this month.

Behavior ????

Condition ????

Criterion ????

Bloom’s Taxonomy

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

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

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

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

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

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