2. Antar Abdellah 1430

3.  Desired outcome of learning expressed in terms of observable behavior or performance of the learners

4. 1.Verb or infinitive defining observable action like: write, diagram, list, draw, label, name, define, demonstrate, sketch, design, compose, invent, choose, etc. Avoid verbs like: learn, understand, appreciate, explain, remember, etc. Unobservable actions that cannot be assessed and vague!!!!

5. 2.Description of the task to be performed 3.Indication of the criterion to be used to judge if the learners can perform the task satisfactorily.

6. Action Write Analyze TaskCriterion 1. Students will be able to write ten sentences, five using (simple) present tense and five using (simple) past tense, with 90% accuracy. 2. Students will be able to identify and list ten errors of verb tense found in a 250- word paragraph and write the correct verb tense with an 80% accuracy.

7. Cognitive Domain Affective Domain Psychomotor Domain

8. Recall Comprehension Application Analysis Synthesis Evaluation (Cognitive) the knowledge and understanding, which may involve recall, comprehension, application, analysis, synthesis, or evaluation of knowledge

9. 1.Knowledge: ability to remember facts in the way which they were represented: Students will be able to list the colors of the Saudi flag correctly. 2.Comprehension: ability to translate some knowledge in one's own words: Students will be able to identify ten verbs in a list of twenty words. 3.Application: ability to apply learning to new situations: Given a description of a literary piece, students will be able to identify the literary aspects in other literary pieces.

10. 4.Analysis: ability to break down a situation into its component parts and to detect relationships between the parts or a part to the whole: Students will be able to identify and list the deep and surface meanings of given sentences and their parts. 5.Synthesis: ability to organize or assemble parts to form a new whole: Students will be able to reassemble scrambled words into meaningful sentences and form new sentences with opposite and similar meanings. 6.Evaluation: ability to make judgments based on identified criteria or standards: Students will be able to list grammatical mistakes in their classmates' composition and suggest ways to overcome them and improve future writings.

11. Remembering Understanding Applying Analyzing Evaluating Creating Types of Learning (Cognitive) Revised taxonomy (Anderson & Krathwohl) (2001)

12. Receiving Responding Valuing Organizing & Conceptualizing Characterizing by Value or Value Concept Types of Learning Affective Domain Values, attitudes, feelings, and appreciations that may result from a learning experience: extremely difficult to write, but are possible because all instruction affects students' attitudes positively, negatively, or both. Hence, it requires the instructor to be in the field to better read his/her students

13. Students' will be able to excel in the subject content. Enable students to modify their attitude towards teaching in general and the EFL/ESL field in particular so that they may consider following in my steps. Enable students to embrace the ethics of teaching as an EFL/ESL teacher. Students will be encouraged to improve their worldly view. Types of Learning Affective Domain

14. Imitation Manipulation Precision Articulation Naturalization Types of Learning Psychomotor Domain ability to coordinate muscular movement with sensory perception (typing, talking, writing, reading, etc.) in a a specific content.

15. Students will be able to achieve higher rates of reading speed through hand- eye coordination. Types of Learning Psychomotor Domain

16.  Formula:  By the end of the lesson, Ss will be able to:  + action verb  + performance in the subject  Avoid: understand, know, love, like

17. SMART Specific Measurable Attainable Realistic Timed

18. SMART 17 Attainable Measurable Specific Student- based Timed Realistic

19. There are some attractive verbs but they are not measurable: - Practice - Use - Think - involve - Participate To get avoid them, ask yourself what you want the students really to do.

20.  If the objective is not clear enough, it will derive a different result  To use the headphones

35. Students will be able to improve their handwriting via better eye-hand coordination. Types of Learning Psychomotor Domain

37. Skills: Writing from left to right; Matching shapes; Fine motor skill development

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