Transcript Writing Objectives I - Basics

Writing Objectives I:
The Basics
EDU 300
Newberry College
Jennifer Morrison
Writing Objectives I
• How can you brainstorm what
goes into a unit?
• What is an objective?
• What do good and bad
objectives look like?
Brainstorming with K.U.D.
By the end of your unit, what will students need
to…
KNOW
UNDERSTAND
and be able to DO
…in order to demonstrate proficiency with the
standards you selected?
Chew Your KUD
KNOW
UNDERSTAND DO
What content do you
want the students to
know at the end of
the unit?
What deep
understandings do
you want the students
to have at the end of
the unit?
What do you want the
students to be able to
do at the end of the
unit?
Think about academic
vocabulary, facts, concepts,
etc.
Think about habits of mind,
ways of thinking, emotions,
and attitudes.
Think about skills.
SAMPLE KUD Geometric Transformations Unit
SC Math Standard G-6: The student will demonstrate through the mathematical processes an understanding of
transformations, coordinate geometry, and vectors.
Indicators
G-6.3 Apply transformations—translation, reflection, rotation—to figures in the coordinate plane by using sketches and
coordinates.
NCTM Standard:
Apply transformations and use symmetry to analyze mathematical situations. Grades 9-12 Expectations:
In grades 9-12 all students should…  Understand and represent translations, reflections, rotations, and
of objects in the plane by using sketches, and coordinates, and  Use various representations to help
understand the effects of simple transformations and their compositions.
Know
Understand
Do
Geometric transformations
Key terms:
transformation
image
preimage
isometry
reflection
rotation
translation
center of rotation
axis of symmetry
line of reflection
translation vector
composition of
transformations
The operations of reflection, rotation,
and translation are involved
in many real life situations.
identify reflections, rotations,
translations with a shape
How to construct the geometric
transformations
perform reflections, rotations,
translations in the coordinate plane
recognize reflections, rotations, and
translations in everyday life and
nature
apply transformations to musical
notes to create a simple musical
composition OR
apply transformations to a shape to
create a tessellation
Remember…
Standards by
themselves are
NOT
a curriculum.
Objective
An objective defines what the student(s) will
know or be able to do after instruction.
Objectives should be specific and measurable.
In other words, we should be able to design an
assessment to get data showing student mastery
of the objective.
Objectives can also be called student learning
outcomes.
A measurable
objective
(learning
outcome) will
consist of the
following
components…
– Audience: Who is doing the
learning?
– Behavior: At what level of
Blooms will the learner
demonstrate the learning?
– Conditions: How will the learner
show you he has learned?
• Typically this is a product like a project,
test, Q&A, ticket out the door, etc.
– Degree of proficiency: At what
level of proficiency do you want
the learner to know the
material?
• All of the time, 80% of the time, 6out
of 10, etc.
Examples of
A
B
C
D
Audience
Behavior
Condition
Degree of
proficiency
The student
The learner
The participant
Identify
Compare and contrast
Classify
Predict
Explain
Solve
Illustrate
Construct
Complete
In a PowerPoint
Create a brochure
Create a newsletter
Question and
answer
Complete the
worksheet
On a quiz
On a test
9 out of 10 times
Correctly
85%
As stated in the
rubric
Bad Examples of Objectives
1. The student will read Great Expectations.
2. The student will be able to like basketball.
3. The student will know genetics.
Good Examples of Objectives
1. The student will be able to discuss with
classmates how Dickens characterizes the
protagonist in Great Expectations.
2. The student will be able to present at least three
main principles of basketball and be able to
explain orally how they are important to physical
fitness.
3. Given a unfamiliar set of data, the student will
be able to use chi-squares to predict inheritance
of dominant and recessive traits.
• Draft the items in your KUD chart
into specific, measurable
objectives (A and B only). Use
Bloom’s verbs.
• Put your objectives in order from
the first thing students need to be
able to do to the last thing
student need to be able to do in
order to demonstrate mastery of
the standards in your unit
assessment plan.
What’s Due?