Write the Objectives

Teach based on the Objectives

Test Over the Objectives

A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.

Complete objectives … State what the student will be able to do (observable behavior)

With the conditions under which they should be able to demonstrate (condition)

Under the expected degree of proficiency (criterion)

Without notes or references, the students should be able to list should be able to list in order in order the steps in troubleshooting a BASIC computer program with no mistakes.

Observable BehaviorObservable Behavior

Without notes or references, Without notes or references, the students should be able to should be able to list in order list in order the steps in troubleshooting a BASIC computer program with no mistakes.

ConditionCondition

Without notes or references, Without notes or references, the students should be able to should be able to list in order list in order the steps in troubleshooting a BASIC computer program with no mistakes.with no mistakes.

CriterionCriterion

Without notes or references, Without notes or references, the students should be able to list in should be able to list in order order the steps in troubleshooting a BASIC computer program with no with no mistakesmistakes..

Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

Given the values of two of the Given the values of two of the three variables in Ohm’s law, three variables in Ohm’s law, the students should be able to should be able to calculate calculate the value of the remaining variable 90% of the 90% of the time.time.

Cognitive objectivesCognitive objectives Describe the knowledge that

learners are to acquire Psychomotor objectivesPsychomotor objectives

Relate to the manipulative and motor skills that learners are to master

Affective objectivesAffective objectives Describe the attitudes, feelings, and

dispositions that learners are expected to develop

The Cognitive Domain (Bloom, 1956)The Cognitive Domain (Bloom, 1956) Intellectual skillsIntellectual skills

Knowledge – Remembering the information

Comprehension – Understanding the meaning

Application – Using the information Analysis – Breaking down into parts Synthesis – Producing a new whole Evaluation – Judging the value

The Psychomotor DomainThe Psychomotor Domain Muscular, motor skills, “hands-on”Muscular, motor skills, “hands-on”

Objectives in the psychomotor domain should be of interest to a wide range of educators, including those in fine arts, vocational-technical education, and special education.

Many other subjects, such as Chemistry, Physics, and Biology also require specialized movements and well-developed hand-eye coordination.

Using lab equipment, the mouse on a computer, or art materials means learning new physical skills.

The Affective Domain (Bloom, 1964)The Affective Domain (Bloom, 1964) Emotions, feelings & valuesEmotions, feelings & values

These objectives run from These objectives run from least to most committed least to most committed (Krathwohl, Bloom, & Masia, 1964).(Krathwohl, Bloom, & Masia, 1964).

There are 5 basic objectives in the affective domain:There are 5 basic objectives in the affective domain:

Receiving – Being aware of or attending to something in the environment

Responding – Showing some new behavior as a result of experience

Valuing – Showing some definite involvement or commitment Organization – Integrating a new value into one’s general set

of values, giving it some ranking among one’s general priorities.

Characterization by value – Acting consistently with the new value

Taxonomy = classification

6 Cognitive Processes 4 Kinds of KnowledgeIs the content a:

Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive

Knowledge▪ Thinking about thinking

(Anderson & Krathwohl, 2001)

Factual Discrete bits of information

Conceptual More complex, organized knowledge Classifications, categories,

principles Procedural

Steps to take, how to do something Determining when to do what

Metacognitive Personalize understanding for the

user Strategic and contextual

CONCRETE

ABSTRACT

SIMPLE COMPLEX

THE KNOWLEDGE DIMENSION

THE COGNITIVE PROCESS DIMENSIONRemember

(Knowledge)

Understand (Comprehension)

Apply(Application)

Analyze(Analysis)

Evaluate(Synthesis)

Create(Evaluation)

Factual

Conceptual

Procedural

Meta-Cognitive

Allows examination of objectives from various perspectives

Confirms what we teach is aligned with objectives and assessment

Can lead to questions that direct student learning to meet objectives ▪ Big Ideas▪ Essential Questions

Map out: Objectives Instructional

activities Assessments

Activities and tests should align in order to meet objectives

Media & Technology can also be chosen based on objectives & classification!

Verbs ▪ Usually refer to cognitive process▪ Often help formulate critical thinking

questions Nouns

▪ Describe knowledge students are to acquire or construct

Goal verbs include:Understand, learn, know, increase

(knowledge), acquire, distinguish, engage, critique

To help categorize objectives, focus on verbs and nouns:To help categorize objectives, focus on verbs and nouns:

http://www.stedwards.edu/cte/files/BloomPolygon.pdf

•Objectives describe ends•Activities and media describe means

Motivation to learn

Monitoring learning Reflection Self-

assessment Study

strategies

Bloom's learning domains : http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm

Applying Bloom’s Taxonomy (sample verbs, questions stems, potential activities and products)http://www.teachers.ash.org.au/researchskills/dalton.htm

Advice on Bloom’s, verb selection, effective questioning techniques from St. Edward’s University Center for Teaching Excellence http://www.stedwards.edu/cte/files/BloomPolygon.pdf

Question cues for test items based on Bloom’s Taxonomy from University of Victoriahttp://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html