EDUC 307 Chapter 2 Describing the Goals and Learning Targets of Instruction

Objectives:  Write learning objectives  Classify objectives according to Bloom’s Taxonomy

Instruction: 3 interrelated processes

These Processes Must be In Sync

Kinds of Objectives  Cognitive- deal primarily with intellectual knowledge and thinking skills  Affective- deal with how students should feel or what they should value  Psychomotor- deal primarily with motor skills and physical perceptions

Parts of an Objective  Behavior:What will the learner do?  Condition: What are the circumstances in which this learner will do the behavior?  Criteria: What specifications must the learner fulfill in order to consider the objective met successfully?

Assessment and Instructional Alignment Tutorial

EDUCATIONAL GOALS, STATE STANDARDS, AND LEARNING OBJECTIVES  Statements of general educational goals help guide the overall educational enterprise.  In order to implement them in the classroom, goals must be made more specific.

Examples of broad goals in an Earth Science class: Students will be able to:  understand processes that shape and change the Earth’s surface  develop scientific literacy skills  build an appreciation for the natural environment and the importance of preserving the environment

Goal General Obj. Specific Obj. Goal  Every student should acquire skills using scientific measurement. General Objective  Acquire the skills needed to use common instruments to measure length, volume, and mass in metric units. Specific Objective  Measure the length of objects to the nearest tenth of a meter using a meter stick.

Avoid Being Overly Specific

Taxonomies of Objectives Cognitive Domain Bloom’s Taxonomy  Six Main Headings  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation  Hierarchal  Simple to Complex

Bloom’s Taxonomy Knowledge – the lowest level of mental operation, deals with producing facts, terms, definitions, steps in a process, rules, and similar types of “self-contained” information. Comprehension – is demonstrated when a mental model is carried across modes of expression, such as interpreting a formula into a declarative statement, translating or restating that shows understanding of an idea or interpreting that idea. Application – is evidenced when knowledge is used to solve a problem, making use of facts and comprehension skills they have acquired. Analysis – disassembles an object or idea showing how the total is related to parts. Synthesis – required the construction of the whole from parts. Evaluation – is evidenced by monitoring, regulating or reflecting about the acceptability of an idea, object, or operation, based on a preset criterion or set of criteria.

KNOWLEDGE Objective -Recall the main characters in each of the short stories read. Assessment -List the names of all of the characters in the Witch’s Forrest.

COMPREHENSION Objective -Explain the main ideas and themes of the short stories. Assessment -Write using your own words what the Witch’s Forrest was all about.

APPLICATION Objective -Relate the personal problems of the characters in the short stories to problems that real people face. Assessment -Are the problems Sally had with her mother in the story similar to the problems you or someone you know have with their mother? Explain why or why not.

ANALYSIS Objective -Identify the literary device that authors use to convey their characters’ feelings to the reader. Assessment -In Witch’s Forrest, Sally was upset with her mother. In Dog Long Gone, Billy was upset with his brother. What words and phrases did the authors of these two stories use to show how upset these characters were? Explain and give examples.

SYNTHESIS Objective -Describe, across all of the stories read, the general approach that the characters used to resolve their problems unsuccessfully. Assessment -So far we have read Witch’s Forrest, Dog Long Gone, Simon’s Top, and Woman With No Manners. In every story one character was not able to solve the personal problem he or she faced. What were the ways these characters tried to solve their problems? What do these unsuccessful ways to solve problems have in common?

E VALUATION Objective -Develop one’s own set of three or four criteria for judging the quality of a short story. Assessment -So far we have read four short stories. What are three or four different traits that make a story high quality? Use these traits to develop three or four criteria that you could use to evaluate the quality of a short story.

Identifying Objectives By their Level of Bloom’s Taxonomy  TSWBAT explain the differences between a bacteria and a virus.  TSWBAT write a complete sentence using proper nouns.  TSWBAT list the cause of the American Revolution.  TSWBAT build a banana race car that will travel at least 5 inches without the aid of any external forces.  TSWBAT evaluate a poem on the basis of the criteria set for good poetry.  TSWBAT identify the parts of speech in a prose passage.

WRITING OBJECTIVES  Choose a CCSS/GLE/Standard in your content area  Write two objectives to address the standard you chose