Transcript How to Write Effective Objectives

How to Write Effective Objectives
WHAT?
HOW?
WHY?
Why do you need clearly written
objectives in daily lesson plans?
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Researchers say that schools would have to increase
instructional time by 71% to cover existing benchmarks
and standards.
Objectives focus on the most important of these
existing benchmarks that students need to learn by the
end of the unit.
Teachers need to focus on what is learned, not what is
taught (the proper format of objective writing.)
Instruction that focuses on a clearly written objective is
the number one factor that impacts student
achievement.
CCPS OBSERVATION AND EVALUATION
FORM
STANDARD 1: PLANNING
1.
2.
Plans objectives that reflect the curriculum
content standards
Plans instruction to achieve objectives
UBD MODEL
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First, determine what you want students to
learn (objective)
Then, create an aligned assessment that will
measure it
Finally, design activities to achieve the stated
daily learning objective
Goal of Daily Lesson Objectives
(UBD)
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Build towards the “Big Idea” and
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The “Enduring Understanding” found:
- in the CCPS curriculum guide or
- VSC indicator
GURUS OF OBJECTIVE WRITING
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Madeline Hunter: What and Why
Explain what the student will be able to do by
the end of the lesson and why it is important
Harry Wong: What and How
Objectives do two things: Assign and Assess
Education Oasis Group: What, How, and Why
Create a stem that describes activity, add a
verb, and determine the outcome
Examples
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Hunter: “Students will demonstrate their ability
to add whole numbers.”
Objective: Explains what student will be able to do
by the end of the lesson
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Wong: “Plan a pizza party”
Objective: Assign and Assess- Tells student what action
will be taken and what is to be performed or
mastered.
Education Oasis Group
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Example: “After completing today’s activities,
SWBAT: (Create a stem w/ conditions)
-Recognize (Verb) foreshadowing in…
-Decide if the Treaty of Versailles really did
end hostilities (determine the outcome)
-Differentiate between the different categories
of rocks(which is the “why” or process/product)
-Create a series of math steps to be used to..
Recommended Format: ABCD
(Heinich, et.al.)
FOUR PARTS:
1.
2.
3.
4.
Audience: Who are the learners (SWBAT)
Behavior: Bloom’s verbs
Condition: How? What will the student be
given to accomplish the learning (methods
used)
Degree: How will learning be measured/ Use a
number
EXAMPLES AGAIN
Hunter: “Students will demonstrate their ability
to add whole numbers.”
ABCD: “After several activities, SWBAT
demonstrate their ability to add whole numbers
by adding columns of figures.”
 Wong: “ Plan a pizza party.”
ABCD:
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OTHER EXAMPLES:
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“Given a set of current conditions taken from a
weather station, SWBAT write a weather
forecast covering the next six hours.”
“Given a series of sentences written in past or
present tense, SWBAT rewrite the sentence in
future tense with no grammatical errors.”
“After viewing a video, SWBAT identify at least
five push-pull factors relating to U.S.
immigration in the late 1800’s.
Closure- Part one
A good objective: What-How-Why
 ABCD method
A= Audience
C= Conditions
B= Behavior
D= Degree
 Wong: “Describe what happens when two
molds grow together.” Be precise, easy to read
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Closure: Part 2
Lohr (Penn State Website)
“A properly written objective tells you:
-what specific knowledge, skill or attitude
is desired
-what method of instruction and criteria for
learner achievement is required.”