Chapter 5: Formulating Goals and Objectives

Standards Shape Curriculum National Standards (p.133) NCTM are more general State Standards are more specific and concrete Teachers make ◦ Long range goals (yearly) ◦ Unit goals- more specific ◦ Lesson Goals- very specific

Objectives What should the students know and be able to do at the end of a lesson? At the end of the unit? How will I, the teacher, know that has been accomplished?

Writing Behavioral Objectives Mager’s template (handout) Goal Statements: ◦ Simple and direct ◦ Specific ◦ Exercise 5.1 (p.139) Include the behavior (p. 141) Include the conditions (p.141) Include the criteria (p.143)

Identify Parts “Physics students will understand components of forces so that when given the magnitudes and angles of forces on objects, they will calculate the horizontal components of the forces in each case.” Goal Statement; condition; performance; criteria

Gronlund’s Instructional Objectives Objective stated in general terms like “know, understand, apply evaluate or appreciate” Follow this by specific behaviors that provide evidence that learner meets objective Stated in terms of student outcome Do not include conditions (too rigid)

Gronlund Example Understands subtraction with regrouping ◦ States rule for borrowing ◦ solves problems requiring regrouping Note: teachers need to be able to show criteria for success and gains in student learning.

Exit Slip The things I remember most about today’s class are: I still wonder about: