1. Objectives
EDUC 3100

2. What is an Objective?
A statement of what we want students to know, do, and feel.
A teacher must be able to ASSESS the objective in some way.
Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator

3. Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists.  Together,  they developed a classification of levels of thinking  behaviors thought to be important in the processes of learning.

4. Best known is the Cognitive taxonomy as follows
Bloom and co. actually identified three domains of educational activities.
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
Best known is the Cognitive taxonomy as follows

5. Knowledge observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Knowledge

6. Comprehension understanding information grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Comprehension
Knowledge

7. Application use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Application
Comprehension
Knowledge

8. Analysis seeing patterns organization of parts
recognition of hidden meanings
identification of components
Analysis
Application
Comprehension
Knowledge

9. Synthesis use old ideas to create new ones generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Synthesis
Analysis
Application
Comprehension
Knowledge

10. Evaluation compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

11. Bloom’s Mnemonic Karen Can Add And Subtract Easily Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

12. Original Terms New Terms
Bloom’s Taxonomy - Revised
Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

13. Change in Terms
The names of six major categories were changed from noun to verb forms.
As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate.
The subcategories of the six major categories were also replaced by verbs
Some subcategories were reorganized.
The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.
Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.
( (accessed July 2003) ; Pohl, 2000, p. 8)

14. Create a mnemonic for the revised Bloom’s Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

15. Affective Domain Attitudes
Receiving:
Awareness, willingness to hear, selected attention.
Responding
Active participation on the part of the learners. Attends and reacts to a particular phenomenon.  Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
Valuing
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner ín overt behavior and are often identifiable.

16. Affective Domain (cont.) Attitudes
Organization
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 
Internalizing values (characterization)
Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

17. Psychomotor Domain Skills
Perception
The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.
Set
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets).
Guided Response
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

18. Complex Overt Response
Mechanism
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. 
Complex Overt Response
The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 

19. Adaptation Origination
Skills are well developed and the individual can modify movement patterns to fit special requirements
Origination
Creating new movement patterns to fit a particular situation or specific problem.  Learning outcomes emphasize creativity based upon highly developed skills.

20. Webb’s Depth of Knowledge DOK 1: Recall and Reproduction
Recall or recognition of a fact, information (definitions, terms, dates, etc.), concept, or procedure
Identify who, when, what where, and why
Recall facts, terms, concepts, trends, generalizations and theories
Use a variety of tools
Recognize or identify specific information
Identify specific information
Define
Describe (recall, recite or reproduce information)
Identify purposes

21. DOK 2: Application of Skills and Concepts
Use of information, conceptual knowledge, following or selecting appropriate procedures, two or more steps with decision points along the way, routine problems, organizing/displaying data
Describe or explain how or why
Give an example
Describe and explain issues and problems, purposes, patterns, sources, reasons, points of view or processes
Compare
Classify, sort items into meaningful categories
Convert information from one form to another

22. DOK 3: Strategic Thinking
Requires reasoning, developing a plan or sequence of steps to approach a problem; requires some decision making and justification; abstract and complex; often having more than one possible answer 
Use concepts to solve problems
Use evidence to justify
Propose and evaluate solutions to problems
Recognize and explain misconceptions
Cite evidence and develop a logical argument for concepts
Reason and draw conclusions
Disseminate among plausible answers
Analyze similarities and differences in issues and problems
Apply concepts to new situations
Make connections across time and place to explain a concept or big idea
Recognize and explain patterns
Make and support decisions
Evaluate effectiveness and impact

23. DOK 4: Extended Thinking
An investigation or application to real work; requires time to research, think, and process multiple conditions of the problem or task non-routine manipulations, across disciplines/content areas/multiple sources
Connect ideas and concepts within the content area or among content areas
Examine and explain alternative perspectives across a variety of sources
Describe and illustrate how common themes and concepts are found across time and place
Make predictions with evidence as support
Develop a logical argument
Plan and develop solutions to problems
Analyze and synthesize information from multiple sources
Complex reasoning with planning, investigating or developing a product
Apply and adapt information to real-world situations
Participation in simulations and activities requiring higher-level thinking

24. Cognitive Demand
Cognitive demand relates to how much thinking is called for by the students for a specific task. For example, routine memorization involves low cognitive demand, no matter how advanced the content. Applying, analyzing, and evaluating concepts involves high cognitive demand, even for basic content. Both types of cognitive demand are associated with student performance and are necessary in the classroom.

25. APPLICATION High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Solve geometric proofs using the appropriate theorems.
APPLICATION
High cognitive demand

26. COMPREHENSION Low cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Explain the “melting pot” philosophy.
COMPREHENSION
Low cognitive demand

27. ANALYZE High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth.
ANALYZE
High cognitive demand

28. SYNTHESIS High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Create a poem using metaphors
SYNTHESIS
High cognitive demand

29. KNOWLEDGE Low cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Define the associative property of addition
KNOWLEDGE
Low cognitive demand

30. EVALUATE High cognitive demand
Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives.
Justify the selection of materials for an insulated box.
EVALUATE
High cognitive demand

31. So What Do We Use This For?
To write objectives
To help us match objectives to assessment methods and instructional tasks

32. You Try!
Identify the level of cognitive demand of the given objectives from the state core and put them on the appropriate shape.
Then put each objective on the correct level of Bloom’s taxonomy on the board.

33. Homework
Bring the state core to class on Monday for the topic you want to use for your TWS
Remember your Contextual Factors paper is due Monday
Identify at least three contextual factors that influence student learning – positive or negative. Use one student, one classroom, and one schoolwide or community factor. Then provide suggestions for how you will respond to the factor. Typed, 1-2 pages, double spaced

34. Review Activity: Bloom’s Taxonomy
Select three indicators from the state core
Determine the cognitive demand of the indicators and write them on the appropriate shape.
Place the indicators on the correct section of Bloom’s taxonomy on the board.

35. Backwards Design OBJECTIVES ASSESSMENTS LESSONS
1. Identify Desired Results
2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS

37. Why “backward”? The stages are logical but they go against habits
We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students
By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

38. Unpacking the Standards
What are the objectives from the core?

39. STOP AND WORK
Get out your core curriculum and find the Standards, Objectives, and Indicators that you want to teach for your TWS.
Write them on your green rounded rectangle (lower half)
Ex: Standard 2, Objective 3,
b. Describe how weather and forecasts affect people's lives.
c. Predict weather and justify prediction with observable evidence.

40. “Big Ideas” are typically revealed via –
Core concepts
Focusing themes
On-going debates/issues
Insightful perspectives
Organizing theory
Overarching principle
Underlying assumption

41. Big Ideas: Examples Words are power.
Reading is more than just the words on a page.
Relationships between quantities can be represented by graphs, tables, and equations.
Healthy nutrition practices influence all aspects of our lives.
All life is interrelated as evidenced by the differences and similarities among species.

42. More Big Idea Examples
Great artists often break with conventions to better express what they see and feel.
Price is a function of supply and demand.
Friendships can be deepened or undone by hard times
History is the story told by the “winners”
F = ma (weight is not mass)
Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them
The storyteller rarely tells the meaning of the story

43. You’ve got to go
below the surface...

44. to uncover the
really ‘big ideas.’

45. Unpacking the Standards
What are the “big ideas” that flow from the objective or that the objective is based on?
What are the objectives from the core?

46. Predictions about the weather influence people’s lives.
Standard 2, Objective 3,
b. Describe how weather and forecasts affect people's lives.
c. Predict weather and justify prediction with observable evidence.

47. Unpacking the Standards
What are the “big ideas” that flow from the objective or that the objective is based on?
What is the overall unit objective?
What are the standards, objectives, and indicators from the core?

48. Predictions about the weather influence people’s lives.
Understand that the elements of weather can be observed, measured, and recorded to make predictions.
Standard 2, Objective 3,
Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).
Describe how weather and forecasts affect people's lives.
Predict weather and justify prediction with observable evidence.

49. STOP AND WORK
What “Big Idea” are the listed standards, objectives, and indicators based on?
Write your “Big Idea” for your TWS on the top half of your rounded rectangle. Talk with your group about it.
Write your overall unit objective.

50. Knowledge, Skills, and Dispositions
What knowledge, skills, and dispositions follow from the “Big Ideas” and the specific indicators to be taught?
What “teachable chunks” can be described?
“Expert blindspot”

51. Identify the Cognitive Load
Low cognitive load objectives - what we want students to know (rectangles)
High cognitive load objectives - what we want students to be able to do (ovals)

52. Write as an Objective 1. Start with a verb
Use your list of Bloom’s or DOK verbs
Make sure each objective includes only one action and one content part
State as a student outcome (not what the teacher will do)
Focus attention on the Big Idea and are part of the core curriculum
Include high and low cognitive load objectives

53. a. Identify and use the tools of a meteorologist (e. g
a. Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer).
Label a rain gauge, barometer, and thermometer
Use a rain gauge to measure rainfall
Use a barometer to measure air pressure
Use a thermometer to measure temperature
b. Describe how weather and forecasts affect people's lives.
Describe how weather and forecasts affect people's lives.
c. Predict weather and justify prediction with observable evidence.
Create a three day weather forecast
Support your weather forecast using observable evidence

54. Reading is more than just words on the paper.
Read the assigned book fluently.

55. Know about community helpers.

56. Learn to be good friends.

57. Explain the parts of the digestive system helping students focus on individual organs.

58. Understand how to do long division.

59. Read a story and write the main idea and then illustrate the character development using a foldable book.

60. The economic history in America before the civil war contributed to the development of that war.

61. Prioritizing Desired Results
Worth being
familiar with
Must know and be able to do
Enduring Understanding
Big Idea

62. Unpacking the Standards
Low cognitive load objective
High cognitive load objective
High cognitive load objective
Big Idea
Low cognitive load objective
Unit Objective
High cognitive load objective
Core standards, objectives, indicators
Low cognitive load objective
High cognitive load objective

63. STOP AND WORK
UNPACK each indicator from the core and write an objective using the Bloom’s verbs. Make sure each objective is chunked so that you can teach it in one lesson. Separate the objectives into low and high cognitive load. Write on the appropriate shape.

64. Unpacking the Standard Assignment recap
Identify all the core indicators you will cover.
Specify the “Big Ideas” that students will acquire.
Break out the indicators into teachable chunks separated by high and low cognitive load.
Rough draft due in class next time so we can work on them.