1. Behavioral Objectives
Let’s be SMART!

2. What are behavioral objectives? Why do teachers write them?

3. Behavioral Objectives
Behavioral objectives tell you and your students exactly what they should be able to DO after your lesson that they could not do before.
They are based on content standards.
They are NOT expectations about appropriate classroom behavior.
Properly written objectives will help you align your assessments with your lessons

4. Behavioral Objectives
By the end of this lesson, the student will be able to:
Define the term “behavioral objective”
Describe the importance of behavioral objectives
Write three correct behavioral objectives for a given standard
Critique behavioral objectives written by others with 90% accuracy

5. Be SMART! Good behavioral objectives are SMART: Specific Measurable
Achievable
Relevant (to standards)
Time-bound (generally by end of class, lesson, or unit)

6. Which of the following are SMART objectives?
1. (By the end of this lesson) The student will be able to understand the causes of the French Revolution. 2. (By the end of this lesson) The student will be able to sit quietly and listen while others speak. 3. (By the end of this lesson) The student will be able to list Muslim countries. 4. (By the end of this lesson) The student will be able to describe three effects of the Alien & Sedition Acts. 5. (By the end of this lesson) The student will be able to earn 100% on the quiz. 6. (By the end of this lesson) The student will be able to label African countries on an outline map with 90% accuracy.

7. Formula
(time) + TSWBAT + action verb + number/degree + topic (TSWBAT: the student will be able to) Emphasis on displayable, measurable, action verb– we are measuring BEHAVIORS not KNOWLEDGE.

8. Examples
(By the end of this lesson) The student will be able to list five inventions of the 1880s.
(By the end of this lesson) The student will be able to describe three results of the Mexican-American war.
(By the end of this lesson) The student will be able to compare the battle strategies employed by Germany in World War I and World War II with 85% accuracy.
(By the end of this lesson) The student will be able to debate the role of the U.S. government in regulating the housing market with 90% accuracy.

9. Verb Quality
All verbs used must be action verbs– observable behaviors– you can not use verbs like know, think, understand, etc. because they are not measurable
Remember that we always want our students to utilize higher thinking skills whenever possible.
In any lesson/unit, we want at least 75% of our objectives to be higher-order skills.
Refer to Webb’s Depth of Knowledge or Bloom’s Taxonomy for help.

10. Higher-order thinking
Actions
Products
Learning Activities
Creating
(Putting together ideas or elements to develop an original idea or engage in creative thinking)
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Film
Story
Project Painting
Plan Song
New game
Media product
Advertisement
Evaluating
(Judging the value of ideas, materials and methods by developing and applying standards and criteria)
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Debate Verdict
Panel Conclusion
Report
Evaluation
Investigation
Persuasive speech
Analyzing
(Breaking information down into its component elements)
Comparing
Organizing
Deconstructing
Attributing
Outlining
Structuring
Integrating
Survey Chart
Database Outline
Mobile Graph
Abstract
Spreadsheet
Checklist
Lower-order thinking
Applying
(Using strategies, concepts, principles and theories in new situations)
Implementing
Carrying out
Using
Executing
Illustration Diary
Simulation Journal
Sculpture
Demonstration
Presentation
Interview
Performance
Understanding
(Understanding of given information)
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Explaining
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline
Remembering
(Recall or recognition of specific information)
Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Quiz List
Definition Test
Fact
Worksheet
Workbook
Reproduction

11. Webb’s Depth of Knowledge

12. Practice Time
Working with a partner, please write three SMART behavioral objectives for the following standard:
SS.912.A.2.1: Review causes and consequences of the Civil War.

13. Alignment
Now remember that your objective, class activities and assessment must all be aligned—if you use higher order thinking verbs in your objectives they must be practiced in class and demonstrated on the assessment!
If your objectives are to analyze, defend, create, etc– can these be assessed on a multiple choice test?

14. Judging Objectives
Students will be able to identify people associated with the Civil Rights Movement.
Students will better understand what segregation means.
Students will be able to compare the Civil Right Movement time period to today’s society.
Students will be able to discuss rights that were fought for during the Civil Rights Movement.
Students will create self-portraits that will be displayed to show the diverse community in our classroom.

15. Judging Objectives
The students will chronologically order the events in the story using pictures from the story in 10 minutes.
The students will chronologically order what they do after school using time related terms including at least 5 items.
The students will analyze their day at school to determine at least 3 events that occur and what order they occur in chronologically.
Students will be able to locate the states.
Students will be able to make a list of characteristics of states and regions of the United States.