1. Behavioral Objectives “…you must decide what your students need to know or be able to do as a result of the learning experience.” (Cruickshank, Jenkins & Metcalf, p. 148)

2. We know what to assess 1.If an objective is well written, assessment can be focused and “appropriate” (developmentally, intellectually, experientially). 2. Both the student and teacher know what will be assessed, thus avoiding confusion.

3. Students know what is expected of them 1.Students can use the objectives to track their own learning. 2.Students can assure themselves that what they are learning is what you intend for them to learn. 3. Students can use the objectives to study (no more “guess what’s in my head”).

4. Streamlines course planning 1.Course activities can be organized according to the course objectives, thus focusing instruction. 2. Knowing what must be covered (non- negotiables) helps to know how much time should be allotted to each topic.

5. Aides organizing the course, unit, lesson 1.Writing objectives can help to organize information to assure that all major topics are covered completely. 2. Writing objectives can help instructor to determine non-negotiables. Perhaps “other” information needs less direct instruction, leaving room for inquiry, discovery, etc.

6. Colleague communication 1.Teachers of other classes can know what students who have taken this course should be able to do. 2. Curriculum planning committees and accreditation boards can know what to expect from this class Slides 2-4 taken, with some changes, from “Why Write Objectives” http://epitome.ce.gatech.edu/iowa/why.html http://epitome.ce.gatech.edu/iowa/why.html

7. GUIDELINES FOR BEHAVIORAL OBJECTIVES IN THE COGNITIVE DOMAIN

8. State each objective in terms of student performance rather than teacher performance.

9. State each objective as a learning product (outcome or terminal behavior) rather than in terms of the learning process.

10. State only one outcome or behavior in each objective.

11. Make objectives clear, brief and unambiguous.

12. When building objectives, think: "At the end of the lesson the student will be able to……"

13. Do not include trivial objectives.

14. Good Objectives tell students what they are expected to know and what they are to be able to do.

15. There are four parts to an objective: ABCD 1. Audience: For whom is the objective written? student, class, school 2. Behavior: What must the student do to demonstrate mastery? Identify, circle, list… 3. Condition: Under what condition will they demonstrate this understanding? Given a paragraph, While reading a story, On a multiple choice test 4. Degree of proficiency: Mow much should they know to be proficient? 100%, 3 out of 4, at lest half.