1. Developing Effective Objectives & Lessons
Business & Computer Systems
Cindy Garnsey
Ahn Truong
Teaching & Learning Services
Amy Chase-Martin
Mike Stein

2. Ask: What are we going to do?
-Click-
Ask: What about now?
Continue.
1 Min 1

3. Ask: Even though you see all the ingredients, do you know what we are going to make?
What will it look like? What flavor will it be?
1 Min 2

4. A Piece of Cake
Say: It helps to see where your going before you start. You still don’t know how to go from ingredients to cake, but at least you’re more likely to be interested in knowing what you can do with the ingredients when you know that you can use them to make a cake.
1 Min 3

5. At the end of today’s workshop, you can:
Identify strategies for first day of class to build community and engage learners
Strengthen alignment of objective, lesson and assessment
Recognize active learning techniques
Say Objectives
2 Min 5

6. G
Your Turn!
What do you do in the first 5-10 minutes of the first day of class?
Build Rapport
Acknowledge Prior Knowledge
Share Objectives
Provide example of Final Project
Group Participants – What do you do in the first 5 minutes of the first day of class?
PARTICIPANTS- Use the whiteboards to document first five to ten minutes of first class. Reflect on what YOU do and what you have STUDENTS do.
Share best practices elements Rapport, PK, and Objectives. Group discussion on these items and their role in first day.
PARTICIPANTS – Return to boards to tag their items and add/edit items
Say: Acknowledging PK is part of building rapport
8 Min 18

7. Objectives What is an objective?G
Objectives
What is an objective?
What is the difference between a course objective and a lesson objective?
How do you use objectives when you plan your lessons?
What makes an objective effective?
Group Discussion
Say: Talk in small groups to discuss these questions.
Elicit Responses
Reiterate: Objectives inform lesson design for faculty and inform students of expectations for instruction
5 Min 23

8. Evaluate the quality of these objectives
Students will learn Microsoft PowerPoint.
Students will know the features of the MS Word ribbon.
Answers:
1st is Vague
2nd is unmeasurable
Reiterate: Avoid vague or unmeasurable objectives
4 Min 27

9. Developing Objectives
Students will be able to:
Do __________
By __________
Using __________
In order to ____________
Students will be able to create a form with 5 fields in Microsoft Access by reading and doing the step-by-step tutorial in the textbook, using a computer with Microsoft Access 2013, in order to complete part one of their Access Capstone project.
Say: Make sure when you write objectives that they’re “SMART”
Say: This is an easy format that you can use to write strong objectives. The most important word is DO. Make sure that there is a real action verb there because that’s the thing that makes this measurable.
Maybe you won’t need to write out each part every time you write an objective and you can certainly have more than one during a class, but it will provide a map of your lesson and it will be easier to take this objective and flush out your lesson plan from there.
3 Min 30

10. Office Software
Where would you start if you were going to give a beginner’s origami class?
Pairwork: In your opinion, match the office program (Word, Excel, Access, PowerPoint) to each of these origami figures based on difficulty.
3 Min 10

11. What Is Instructor Role Related to Objectives?
Use for development of Face-To-Face instruction
Share objectives with students
Use objectives to create reflective assessments
Ask: What is the instructor’s role related to objectives? What should you do with them? What do you use them for?
Developing objectives for face-to-face instruction
Sharing objectives with students
Reflective assessment of outcomes related to objectives
3 Min 33

12. Break
5 minute break
5 Min 38

13. Using Objectives as the Foundation of your Lesson
How do you go from your objectives to teaching your class?
Work backwards from your desired outcome:
Outcome Assessment  Practice  Presentation  Prior Knowledge
If ____ is your desired outcome, how do you know if students can do it?
How can you prepare students to do it?
What information do they need to know before they can practice?
What information might they already know and what can be done to minimize repetition?
Ask: How do you go from your objectives to teaching your class?
Say: Work backward from your desired outcome. Ask yourself these questions: (questions from slide)
3 Min 41

14. ACCESS for ACCE$$ At the end of this lesson, you will be able to:
Explain the role of databases in common transactions
Identify elements of tables in a database
Launch Access and view elements of an Access database
Make updates to existing tables
Lesson on Access and followed by handout distribution 12 53

15. Review Lesson How was prior knowledge established?
How was rapport established?
How were objectives communicated?
What role did the teacher have in the lesson?
What role did the students have in the lesson?
5 Min 58

16. Best Practices for Actively Teaching Technology
Group & Pair Work
Switch Drivers and Watchers
Real-World Scenarios
Peer Instruction
Problem-based learning
Project-based learning
Flipped Classroom
Mini-Lectures
Ask: Which of these techniques were used in the demo lesson?
5 Min 63

17. Key Take-Aways
Show/Tell students where they’re going before giving directions
Be SMART when developing objectives – SWBAT form
Work backwards from outcomes to develop your lesson plan
Embrace YOUR role in assessing prior knowledge, creating rapport and connecting content to real works examples
Vary learning activities & encourage active learning
Ask: What did you feel were the key take-aways from this workshop?
Reiterate the key take-aways on the slide.
7 Min 70

18. Thank you and Next steps
Schedule a one-on-one consultation
Sign up for PD week workshops
Review your objectives and lessons
Find opportunities to insert active learning opportunities into your lessons
3 Min 73

19. Questions?
2 Min 75

20. Resources
urriculum_development/how_to_write_goals_and_objectives/
objectives