1. Writing Objectives How to write objectives that make Dr. Grymes happy

2. Why objectives? Map to where you want your students to go… X marks the intended outcome for instruction

3. Objectives based on OUTCOME -- not the ACTIVITY you think will be fun.

4. Objectives  Tell us what we want our students to know and be able to do  Are statements about STUDENT BEHAVIOR not teacher behavior (do not include instruction!)  Are statements of behavior we can assess/evaluate

5. Guiding Questions  What is the overall goal Benchmark Student learning expectation Other

6. Guiding Questions  What specific behavior do you expect of students?  What should students be able to do at the end of instruction?

7. Guiding Questions  What conditions are necessary for students to do the behavior (not instruction!)?  What must teacher/environment provide to even attempt?

8. Guiding Questions  What level of performance do you expect?

9. “The Goals Objective”  5 statements  Based on the Curriculum Frameworks (except for affective)  When well-written, tell us how to assess and evaluate students

10. “Goals Objective” Statements  Student statement  Goal Statement  Condition Statement  Behavior Statement  Evaluation Statement

11. TCC1.3 4 th Grade TSW interpret data from timelines, so that, given a timeline of a specific community’s history, tsw will identify the date for at least 3 of the following: when the community was settled, when it was incorporated, when its population peaked, and when the first local government building was originally constructed.

12. Student Statement  Silent – not identified – because teacher knows this writing the objective  Should consider what is known about the particular students  TSW will

13. Goal Statement  Comes from the Benchmark or SLE  BROAD statement of outcome – does NOT have to be “observable”  The student will interpret data from timelines

14. Condition Statement  What must the teacher provide for the student to do the behavior  Does NOT include instruction  Given a timeline of a specific community’s history

15. Behavior Statement  What the student will do  ONE behavior per objective  Observable or leads to an observable product  The student will identify the date

16. Evaluation Statement  What is an acceptable level of performance for the students  How good should they be  Be realistic  for at least 3 of the following: when the community was settled, when it was incorporated, when its population peaked, and when the first local government building was originally constructed.