1. Goals and Objectives

2. Writing Instructional Objectives
Instructional objectives are statements of educational expectations for students.
Research has NOT demonstrated a strong link between writing objectives and student achievement

3. Writing Instructional Objectives
Nevertheless, it is still considered good educational practice to have written objectives in order to facilitate communication to students about expected outcomes.

4. Writing Instructional Objectives
There are a number of approaches to writing instructional objectives:
Mager -- Behavioral objectives

5. Writing Instructional Objectives
Mager proposes writing specific statements about observable outcomes that can be built up to become a curriculum (an inductive approach).
An example of a behavioral objective:
Given 3 minutes of class time, the student will solve 9 out of 10 multiplication problems of the type: 5 X 4 = _____.

6. Writing Instructional Objectives
There are a number of approaches to writing instructional objectives:
Mager -- Behavioral objectives
Gronlund -- General/specific objectives

7. Writing Instructional Objectives
Gronlund proposes starting with a general statement and providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).

8. Writing Instructional Objectives
An example of a general/specific objective:
The student can perform simple multiplication: a. can define what multiplication means, in his our her own words. b. can define relevant terms such as "multiplier" and "product”. c. can solve problems of the type 5 X 4 = ______.

9. Writing Instructional Objectives
There are a number of approaches to writing instructional objectives:
Mager -- Behavioral objectives
Gronlund -- General/specific objectives
Eisner -- Expressive objectives

10. Writing Instructional Objectives
Eisner proposes that not all instructional objectives should focus on outcome; some should focus on the learning process itself (expressive objectives).
Examples of an expressive objective:
a. Students will attend a live symphony performance.
b. Students will use multiplication in everyday activities.

11. Writing Instructional Objectives
While there are advantages and disadvantages to each approach, we will focus on Mager's approach, because it is the most inclusive and a good building block for the approach used in WSUV’s Education Program.

12. Writing Behavioral Objectives
An instructional objective is a clear and unambiguous description of educational expectations for students.
When written in behavioral terms, an objective will include three components:
student behavior,
conditions of performance, and
performance criteria.

13. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
skill or knowledge to be gained (e.g., two digit numbers, vocabulary words)
Student Behavior

14. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
Student Behavior
and

15. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
the action or skill the student is able TO DO (e.g., define, count, label, categorize, analyze, design, evaluate, add, multiply, etc.)
Student Behavior

16. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
Students will add two-digit numbers
Student Behavior
Students will define the vocabulary words identified in bold print in the first story.

17. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
Under what circumstances or context will the behavior be performed
Conditions of Performance

18. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
In an oral presentation
Conditions of Performance
Without the use of notes

19. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
How well is the behavior is to done
Performance Criteria
Compared to what standard

20. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
80 out of 100
Performance Criteria
containing four of the six components discussed in class

21. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
In an oral presentation,
the student will paraphrase Dr. Martin Luther King’s “I Have a Dream address,”
mentioning at least 3 of the 5 major points discussed in class.

22. Writing Behavioral Objectives
When developing the behavioral objective it is best to write the student behavior first, then the condition statement and finally the criteria.
In an oral presentation,
the student will paraphrase Dr. Martin Luther King's “I Have a Dream address,”
mentioning at least 3 of the 5 major points discussed in class.

23. Writing Behavioral Objectives
Write a behavioral objective for each of the following statements:
The students will grasp the significance of civic responsibility.
The student will learn the parts of speech.
The teacher will cover multiplication facts.

24. Writing Behavioral Objectives
Are these properly written behavioral objectives?
Given ten rocks, the student will label them as igneous, metamorphic, or sedimentary rocks.
The student will located 12 major bones on the diagram of a skeleton.

25. Writing Behavioral Objectives
Are these properly written behavioral objectives?
Given five sentences, the student will correctly classify four of them.
Given three 7-word sentences, the student will correctly identify the parts of speech for 18 of the words.

26. Add Bloom’s taxonomy…
What teachers want their students to know can be arranged in an hierarchy from less to more complex
Bloom’s Taxonomy contains six ascending levels of complexity
Bloom’s Taxonomy helps teachers develop objectives that guide day-to-day instruction and provide a structure for writing text questions and evaluating student progress

27. Bloom’s Taxonomy A mnemonic device for remembering the six levels:
Killing
Knowledge
Cats
Comprehension
Almost
Application
Always
Analysis
Seems
Synthesis
Evil
Evaluation

28. Bloom’s Taxonomy
Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.
Knowledge

29. Write List Label Name State
Bloom’s Taxonomy
Write List Label Name State
Define
Knowledge

30. Bloom’s Taxonomy
The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
Knowledge

31. Bloom’s Taxonomy
Student translates, comprehends, or interprets information based on prior learning.
Comprehension

32. Bloom’s Taxonomy Explain Summarize Paraphrase Describe Comprehension
Illustrate
Comprehension

33. Bloom’s Taxonomy
The student will explain the purpose of Bloom's taxonomy of the cognitive domain.
Comprehension

34. Bloom’s Taxonomy
Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.
Application

35. Demonstrate Apply Construct
Bloom’s Taxonomy
Use
Compute
Solve
Demonstrate Apply Construct
Application

36. Bloom’s Taxonomy
The student will write an instructional objective for each level of Bloom's taxonomy.
Application

37. Bloom’s Taxonomy
Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.
Analysis

38. Bloom’s Taxonomy
Analyze
Categorize
Compare
Contrast Separate
Analysis

39. Bloom’s Taxonomy
The student will compare and contrast the cognitive and affective domains.
Analysis

40. Bloom’s Taxonomy
Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.
Synthesis

41. Bloom’s Taxonomy
Create
Design
Hypothesize
Invent
Develop
Synthesis

42. Bloom’s Taxonomy
The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
Synthesis

43. Bloom’s Taxonomy
Student appraises, assesses, or critiques on a basis of specific standards and criteria.
Evaluation

44. Bloom’s Taxonomy
Judge
Recommend
Critique
Justify
Evaluation

45. Bloom’s Taxonomy The student will judge the effectiveness of writing
objectives using Bloom's taxonomy.
Evaluation

46. In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels.
It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.

47. I believe the latter is more likely as it relates to the differences between creative and critical thinking.
Creative Thinking
Critical Thinking
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge

48. GOALS
Teacher directed
Reflect unit focus question

49. The PACKAGE Goals – show teacher’s desire
Lesson Focus Questions – create interest
Objectives – measure student learning