Writing Effective Objectives Topics & Objectives Writing Effective Objectives

Objective: Welcome! Introduction Tell us a little bit about yourself: Your name Role How you use objectives in your daily responsibilities Objective: Write effective objectives for University of Phoenix courses

What do we want our students to be able to do? The Essentials Topics & Objectives At the macro-level, for program assessment purposes At the micro-level, to help the students focus their attention on target What do we want our students to be able to do?

Program Description Topic Objective PSLO PSLO PSLO Course ABC/123 Program Assessment Program Description Course ABC/124 Topic Objective PSLO PSLO PSLO Course ABC/123

Program Objectives Assignments Readings Courses Topic Learning Alignment Program Courses Topic Objectives Readings Assignments

Topics provide the framework for content Topics provide a framework for course content Topics may be related: to other topics in the course to the whole course to the other courses Topics may be sequenced Parts Whole Simple Complicated Cause Effect

Examples of Topics Sequencing Content Area Sequence Example Math Easy to difficult +, -, *, /, sq rt, equations Criminal Justice Basic concepts to interaction in the system Policing, court, prison, state level, federal level History Historical timeline What happens first, what happens next, causality, consequences

Provide a few examples of topic sequencing. Exercise Time 1 Considering courses in your program, how are the topics sequenced? Provide a few examples of topic sequencing. Content Area Sequence Example Course 1 Course 2 Course 3

Objectives identify the learning outcomes for a course Objectives indicate what the student must be able to do: specific skills type of knowledge, and level of cognitive mastery

4 Types of Knowledge Factual Knowledge - Basic elements needed to be acquainted with a discipline or solve problems within it (e.g. terminology, specific details & elements) Examples: 3 major monotheistic religions in the west – Judaism, Christianity, Islam Types of white collar crime – bribery, blackmail, credit card fraud

4 Types of Knowledge Conceptual Knowledge -The relationships among basic elements that enable them to function together, (e.g. classifications & categories, principles & generalizations, theories, models & structures) Examples: Ecosystems Bill of Rights – Freedom of speech, to bear arms, unlawful search and seizure Theory of Demand & Supply Dietary pyramid

4 Types of Knowledge Procedural Knowledge -Use methods, skills, techniques, or algorithms, (e.g. apply principles, theories, procedures, or processes, to new scenarios or tasks.) Examples: Apply the Scientific Method Use the Writing Process to develop a research paper Demonstrate how to change a tire

4 Types of Knowledge Metacognitive Knowledge –Strategic and self-knowledge, (e.g. knowledge about cognitive tasks, including appropriate contextual and conditional knowledge). Examples: Predict ones reactions Deconstruct one’s biases Reflect on one’s progress

Exercise Time 2 Think of some examples of each type of knowledge in general or in your degree programs. Factual Conceptual Procedural Metacognitive 1 2 3

Cognitive Processes Domains Bloom’s Taxonomy of Cognitive Domains- Classification system to scaffold cognitive processes from simple to complex. Create Evaluate Analyze Apply Understand Remember

Cognitive Processes Create Evaluate Analyze Apply Understand Remember Combining information, formulate new structures from existing knowledge and skills. Create Judge the value of material Evaluate Identifying components, determining arrangement, logic & semantics Analyze Use learning in new and concrete situations. Apply Restate, paraphrase, summarize, translate materials, construct meaning of the material. Understand Remember previously learned material Remember

Bloom’s Taxonomy http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf

Exercise Time 3

Putting it all together: Writing Effective Objectives Exercise Time Putting it all together: Writing Effective Objectives (Students will be able to) specific, measureable verb at appropriate cognitive level for type of knowledge + content Example: Describe the impact of dehydration on the body

Exercise Time Use the topic “cybersecurity” as it applies in your content area to apply the different cognitive processes to teach it. Step 1: Identify appropriate learning outcomes - What do you expect the students to be able to do? Step 2: Select the appropriate cognitive level of learning outcomes - Lower-level courses (100-200 level) – 70-80% of the objectives should be at the remember, understand or apply levels - Higher-level courses – a balance between cognitive levels

Write effective objectives Step 3: Identify the types of knowledge required for learning outcome (These will be the content covered in your objectives or materials) Compose a fiction Differentiate fiction from non-fiction Characteristics of fictional literature Writing Characters and plot development Storyline creation Definition of fiction and non-fiction Sample works of fiction and non-fiction

Write effective objectives Step 4: Write objectives Starts with a verb of right level, often the same verb as in the learning outcome Has a knowledge dimension (facts, concepts, or a process, type of knowledge identified earlier) Clear, straight to the point, measurable observable skills, meaningful behaviors (not an activity or assignment)

Example Teach “Cybersecurity” at different knowledge dimensions or for different outcome Factual: definitions, actors Conceptual: effects on personal and institutional safety Procedural: Is there a process to prepare and prevent attack? Depending on the knowledge dimension you plan to teach “Cybersecurity”, your objective will be different. Explain the key components of cybersecurity Determine if someone is a threat to cybersecurity

Exercise Time Your Takeaway: Think of a topic in an area that you are currently working on, analyze the possible cognitive levels, and determine the knowledge dimensions of the topic. Delineate the topic, potential learning outcomes, and objectives you can develop. Note: It can be a theory, a process or some terminology or facts in the area. Identify nutrient-rich foods Compare the juvenile and adult courts Explain the causes of financial crisis Compute short- and long-term debt Evaluate financial ratios to make decisions

Exercise Time Share your examples with the group.