Transcript Building Learning Objectives

Building Learning
Objectives
To HAVE Knowledge is GOOD
Expertise
To TEACH Knowledge is a GIFT
Coaching/Guiding
To USE Knowledge is POWER
Leadership
with Duane Weaver
Building Learning Objectives
Objectives
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To model a process for building learning
objectives
To experience how to change objectives to
suit a different level of learning
To practice using verb tools to build learning
objectives
To reduce anxiety and/or build confidence
about creating learning objectives
Building Learning Objectives
Outline
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PAR (prior assessment review)
DISCOVER
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Process
Structure
EXPLORE and EXPAND
(pair)
ANALYZE
(share)
REALIZE
(solo)
SUMMARIZE
(class)
PAR
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On a scale from 1-10 what is your current
anxiety/confidence level regarding building
learning objectives
Summary of emails
DISCOVER (Process & Structure)
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Process
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Top Down Model
Iterative Process (review, modify, revise)
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Content fits timeline (Less is More?)
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What is ultimately essential at this time
What would be nice to learn/know
Methodology fits timeline (bite size chunks)
Objective is measurable (how will I assess?)
Flexible (attends to students needs)
DISCOVER (Process & Structure)
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Structure
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DEVELOP OBJECTIVE AS:
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TOOLS TO USE:
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Who (students)
How (participatory learning activity)
What (content to be covered)
Action Verbs (p. 27 & 28)
Cognitive/Psychomotor/Affective
Novice/Advanced Beginner/Competent/Expert
BUILD LESSON PLAN
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Pre-Assess (helps define/confirm who and what)
Participatory learning (activity) supports objective and post
assessment
Objectives derived as an iterative process of building the lesson plan
Explore & Expand
Step 1 of 4
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Select one of the Learning Outcomes provided
In pairs – use the verb tools from the ISW text
to develop at least one or more learning
objectives that would help to meet the
described Learning Outcome
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Make sure they are measurable
Can be facilitated within a 10 minute Lesson Plan
Facilitate a participatory learning activity
You have 5 minutes to complete this task
Explore & Expand
Step 2 of 4
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Take 1 minute to reflect on how this
approach/process worked for you?
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Was it awkward/comfortable?
How did you feel during the process?
What worked the best for you?
What was the most challenging for you?
Explore & Expand
Step 3 of 4
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Using the same learning outcome conduct the following modifications:
 1st Change the learning outcome so that it drives a different level of
learning. (PSYCHO/AFFECTIVE/COGNITIVE) For example if you had a
Psychomotor lesson, rewrite the outcome statement so that it defines a
cognitive or affective learning outcome instead.
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2nd Using this new learning outcome recreate your learning objectives as
follows:
 In pairs – use the verb tools from the ISW text to develop at least one
or more learning objectives that would help to meet the described
Learning Outcome
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Make sure they are measurable
Can be facilitated within a 10 minute Lesson Plan
Facilitate a participatory learning activity
You have 5 minutes to complete this task
Explore & Expand
Step 4 of 4
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With your partner take 1 minute to discuss what
you experienced in restructuring your lesson plan
to develop a different level of learning.
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Take another minute to describe how you might
be able to modify an existing lesson you teach to
accommodate a different level of learning,
identify some items you may have to reconsider.
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Be Prepared to share the highlights of your
conversation with the class
Analyze
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Sharing highlights of experience
REALIZE
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Take 5 minutes to consider your next lesson
plan
Identify at least one objective for that lesson
utilizing the approach we learned today
SUMMARIZE
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LESSONS LEARNED
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Write down at least one good thing you will plan
to use in the future when lesson planning
One a scale of 1-10 what is your current
anxiety/confidence level in regards to developing
learning objectives