Transcript Module 4 - University of Texas at Brownsville

Module 4
Objectives
Introduction
 “To teach from accomplishment, you must
have a series of sentences that clearly and
precisely state what is to be accomplished.
The sentences are called OBJECTIVES.”
 From Harry Wong, “The First Days of School”
 P. 217
Objectives: Introduction
Stating clear course objectives is important
because:
1) objectives guide the content materials and
the teaching method
2) teachers can use objectives to make sure
you reach your goals
3) students will understand expectations
4) assessment and grading is based on the
objectives
Students
 “When students know what they are learning,
their performance, on average, has been
shown to be 27 percentile points higher than
students who do not know what they are
learning.”
 Lohr
Assignments and Objectives
 There is a difference between an assignment
and an objective.
 An assignment/activity is a task the students
are doing, but it is not measureable
 Objectives are measurable and state the
desirable knowledge
Assignment or Objective
Is it an Activity/Assignment or Objective/Learning goal?
 Complete the adding and subtracting worksheet
 Formulate a correct solution when adding and subtracting




fractions
Make a travel brochure for a region.
Demonstrate knowledge of a region’s natural resources
Make a simple machine.
Identify how a simple machine functions
 Draw the food pyramid.
 Assemble a menu that includes a balance of foods
from the food pyramid.
Bloom’s Taxonomy
 Dr. Benjamin Bloom created the different
levels of learning, known as Bloom’s
Taxonomy
 There are six levels






Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
The Six Levels
(Bloom’s Taxonomy)
 Each level has a group of verbs that engage
a specific kind of thinking skill needed to
conclude an assignment
 The verb tells what the student is going to
perform
 The depth or level of thinking you want from a
student on an assignment is determined by
the level in which you select the verb
 The complexity of each level increases as
you move from knowledge to evaluation
KNOWLEDGE LEVEL
 Definition: Student recalls or recognizes
information, ideas, and principles in the
approximate form in which they were learned.
 Verbs:
Write
indicate
List
recite
Label
recognize
Name
tabulate
State
identify
Define
draw
COMPREHENSION LEVEL
 Definition: Student translates, comprehends, or
interprets information
based on prior learning.
 Verbs:
Explain
Summarize
Paraphrase
Describe
classify
express
compute
distinguish
differentiate estimate
Illustrate
compare
APPLICATION LEVEL
 Definition: Student selects, transfers, and uses
data and principles to complete a problem or task
with a minimum of direction.
 Verbs:
Use
Compute
Solve
Demonstrate
Apply
Construct
ANALYSIS LEVEL
 Definition: Student distinguishes,
classifies, and relates the assumptions,
hypotheses, evidence, or structure of a
statement or question.
ra d io w a ve s
re ce ive r w h e re
w a ve s a re co lle cte d
w a ve s
co n ve rte d in to
e le ctro sig n a ls
co m p u te r
re ce ive d a s sig n a l
 Verbs
analyze
compare
contrast
differentiate
distinguish
categorize
classify
debate
separate
examine
diagnose
diagram
deduct
dissect
infer
SYNTHESIS LEVEL
 Definition: Student originates,
integrates, and combines ideas into a
product, plan or proposal that is new
to him or her.
 Verbs
Create
Design
Invent
invent
produce
visualize
change
Hypothesize
Develop
plan
reconstruct
combine
compose
construct
predict
revise
create
formulate
generate
pretend
suggest
EVALUATION LEVEL
 Definition: Student appraises,
assesses, or critiques on a basis of specific
standards and criteria.
 Verbs
judge
justify
compare
defend
rate
recommend
appraise
conclude
evaluate
select
critique
choose
decide
rank
support
NOT MEASURABLE Verbs
 Words or phrases such as know, think,
appreciate, learn, comprehend, remember,
perceive, understand, be familiar with, have
knowledge of, are NOT measureable.
How to Write Objectives Using Verbs
 Every objective needs to have an action verb
that will show what the teacher wants the
students to accomplish.
 Choose a verb from the six levels of Bloom’s
Taxonomy
An Easy Method For Writing
Objectives
The ABCD Method
A: Audience
B: Behavior
C: Condition
D: Degree
The A in ABCD Method
 Audience: Who are your learners?



Students
Teachers
Staff members
The B in ABCD Method
 Behavior: What? What do you expect them
to be able to do? Should be an observable
behavior. If you can’t touch it, see it, hear it,
taste it, or smell it, you can’t be sure your
audience really learned it.
The C in ABCD Method
 Condition: How? Under what circumstances
or context will the learning occur?
The D in ABCD Method
 Degree: How much? How much will be
accomplished, how well will the behavior
need to be performed and to what level? Do
you want total mastery (100%), or 80%
EXAMPLE OBJECTIVES
(Comprehensive level)
 (C) Given a paragraph in a newspaper article
 (A) the student
 (B) will be able to accurately identify the
grammatical subject for each sentence and
explain his or her decision
 (D) for all sentences given
EXAMPLE OBJECTIVES
(problem solving/ synthesis level)
( C) given a current events topic
(A) the student
(B) will be able to write grammatically correct,
well crafted opinion essay of three-five
pages
(D) Over two to three days
Practice Behavior Exercises
 Choose the most appropriate behavior to fill
in the blank:
Given a map of the United States the
students will _________the state capitals with
a 100% accuracy.
label
demonstrate
know
categorize
Practice Behavior Exercises
 Choose the most appropriate behavior to fill
in the blank:
Given a list of ten words the students will
_________ them correctly.
alphabetize
apply
understand
operate
Practice Behavior Exercises
 Choose the most appropriate behavior to fill
in the blank:
The learner will, using a protractor, _______
ten angles correctly.
grasp
bisect
comprehend
derive
Practice Condition Exercises
 Choose the most appropriate condition to fill
in the blank:
___________ the student will season and cook
a roast until medium rare.
using marbles
with 80% accuracy
given a recipe
given a platter
Practice Condition Exercises
 Choose the most appropriate condition to fill
in the blank:
_________ the student will state in which
food group they belong.
With 100% accuracy
With a food pyramid
Given a list of foods
With a refrigerator
Practice Degree Exercises
 Choose the most appropriate degree to fill in
the blank:
The student will solve 10 algebraic equations
_______ without a calculator.
using a safety procedure
within ¼ inch
and comprehend them
in ten minutes
Practice Degree Exercises
 Choose the most appropriate degree to fill in
the blank:
The student will solve 25 multiplication
problems________
and understand
with 85% accuracy
using a round number
with a diagram
Practice Degree Exercises
 Choose the most appropriate degree to fill in
the blank:
Given a globe students will ________identify the
5 continents.
correctly
with a calculator
given a map
incorrectly
Examples of Objectives from our
teachers
 6th grade science:


Students will identify different energy forms to
include potential and kinetic.
Students will identify energy connections in
the classroom and record daily energy uses in
a journal.
Example of Objectives from our
teachers
 6th grade social studies

Describe the economic systems in Africa by
creating a job vacancy advertisement.
Example of Objectives from our
teachers
 7th grade language arts



Journal: The student will write toe express or
reflect on ideas.
SRA: The student will use a variety of
strategies to determine a text’s main idea.
DOL: The student will recognize standard
usage and appropriate word choice. The
student will also proofread for correct
punctuation, capitalization, and spelling.
Conclusion
 When writing objectives always make it where
there is a measurable result after instruction
 Always post objectives so the students are
aware of what they will be learning
 Use strong verbs when writing objectives
Resources
 Microsoft PowerPoint
 Microsoft Clip Art
 Harry Wong, “The First Days of School”
 http://itc.utk.edu/~bobannon/writing_objective
s.html