Transcript Writing Clear Objectives

Writing Clear Objectives
Presented by: Carroll County Public
Schools Mentoring Team
Power Point Created by: Robyn Marsden
Preface
• An important part of an effective lesson is a clear
objective that informs the learner of what he or she
should know and be able to do as a result of the
lesson
• County wide expectations for clear objective writing
are in the works
• Various sources were tapped for the information we
are about to share with you and are included at the
end of this presentation.
• As this is a “Professional Learning Community,” we
look forward to developing our understanding of this
important concept with you.
Activity
• Working in groups of 4 put these
phrases together to formulate the
learning objectives for today.
• What did you come up with?
Our Objectives for Today
After reviewing a power point and participating
in a group discussion professional learning
community members will be able to:
• List the 4 parts of the “ideal” learning
objective with 100% accuracy.
• Write a learning objectives that contains a
measurable verb taken from Bloom’s higher
levels of thinking.
What is an objective:
• A description of a performance you
want learners to be able to exhibit
before you consider them competent.
• A statement that informs the learner
of what he or she should know and be
able to do as a result of the lesson
Why?
Writing clear objectives is important
because:
• Objectives define what you will have
the students do.
• Objectives provide a link between
expectations, teaching and grading.
• Clear objectives help teachers foster
higher level thinking skills in their
students.
How: The A.B.C.D. Method
• The ABCD method of writing objectives
is an excellent starting point for writing
objectives (Heinich, et al., 1996). In this
system, "A" is for audience, "B" is for
behavior, "C" for conditions and "D" for
degree of mastery needed.*
*Taken from Penn State University Online:
http://tlt.its.psu.edu/suggestions/research/Write_Objectives.shtml
Audience
• Who? Who are your learners?
• As you target a specific audience with your
objective make sure that you are meeting the
needs of all learners in that group.
• If there are learners in that group that do not
need the lesson, (they've already attained
mastery) engage them in another productive
activity designed to meet their needs.
(Differentiation)
Behavior
• Answers the question: What do you
expect the learner to be able to exhibit
as a result of the lesson?
• The behavior is the action (verb) that
describes what the learner (audience)
will be able to do after the instruction.
Condition
• How?
• Under what circumstances or context
will the learning occur?
• What will the student be given or
already be expected to know to
accomplish the learning?
Degree
• How much will be accomplished?
• How well will the behavior need to be
performed, and to what level?
• Do you want total mastery (100%), do
you want them to respond correctly
80% of the time, etc. A common (and
totally non-scientific) setting is 80% of
the time.
*Not always necessary to include in your objective
Identify the A.B.C.D. in our
objectives for today:
• Who is the audience?
• What is the expected behavior? What should
you know and be able to do as a result of this
lesson?
• What are the conditions or circumstances
under which learning will occur?
• How well must you perform today in order for
the performance to be considered
acceptable?
Activity
Work with a partner to dissect and
classify the parts of the objectives
listed on the cards.
Given a paragraph in a newspaper article, the student
will be able to accurately identify the grammatical
subject of each sentence and explain his or her decision
for all sentences given.
A-Audience
the student
B-Behavior
C-Condition
D-Degree
Given a
paragraph in a
newspaper
article,
will be able to
for all sentences
accurately
given.
identify the
grammatical
subject of each
sentence and
explain his or her
decision
Given a list of meteorological terms, the student
will be able to accurately explain what each term means
in one or two sentences for all terms given.
A-Audience
the student
B-Behavior
C-Condition
D-Degree
Given a list of
meteorological
terms,
will be able to
accurately
explain what
each term means
in one or two
sentences
for all terms
given.
Given a foreign language sentence written in the past or
present tense, the student will be able to rewrite the
sentence in future tense with no grammatical errors.
A-Audience
the student
B-Behavior
C-Condition
D-Degree
Given a foreign
language
sentence written
in the past or
present tense
will be able to
rewrite the
sentence in
future tense
with no
grammatical
errors.
Given a current-events topic the student will be able to
write grammatically-correct, well-crafted opinion essay
of three-five pages over two to three days.
A-Audience
the student
B-Behavior
C-Condition
D-Degree
Given a currentevents topic
will be able to
write a
grammaticallycorrect, wellcrafted opinion
essay of threefive pages
over two or
three days.
 Given a set of current meteorological conditions taken from a
weather station the student will write a weather forecast
covering the next six hours.
 Given the opportunity to work in a team with several people of
different ethnic backgrounds, the student will demonstrate a
willingness to participate and positive non-discriminatory interactions
with all team members, as measured by a checklist
utilized/completed by non-team members.
 Given a standard balance beam raised to a standard height,
the beginning student (attired in standard balance beam usage
attire)will be able to walk the entire length of the balance beam
(from one end to the other) steadily, without falling off, and within a
six second time span.
 Given an geometric object in Photoshop software, the student
will be able to use the computer mouse and lasso tool to trace a
usable outline which can be used to define the object for a montage.
Quick Review: What are the
4 parts of an “ideal”
objective?
• A=Audience
• B=Behavior
• C=Condition
• D= Degree
Verbs: The Key to Expressing
Desired Behaviors
•The verb in a learning objective is an action
word that connotes an observable behavior.
•Bloom's Taxonomy is a way to classify
instructional activities or questions as they
progress in difficulty. The lower levels require
less in the way of thinking skills. As one moves
down the hierarchy, the activity requires
higher level thinking skills.
Knowledge
Define
Describe
Identify
Label
List
Match
Name
Outline
Recall
Recite
Select
State
Remembering
or Recall of
Information
Products include:
• Quiz
•Label
• Definition
• List
• Fact
• Workbook
• Worksheet
• Reproduction
• Test
•Vocabulary
Comprehension
Convert
Defend
Discriminate
Distinguish
Estimate
Explain
Extend
Generalize
Infer
Paraphrase
Predict
Summarize
Understanding
of given
information
Products include:
• Recitation
• Example
• Summary
• Quiz
• Collection
• List
• Explanation
• Label
• Show and tell
• Outline
Application
Change
Compute
Demonstrate
Develop
Modify
Operate
Organize
Prepare
Relate
Solve
Transfer
Use
Using strategies,
concepts, principles
and theories in new
situations
Products include:
• Photograph
• Presentation
• Illustration
• Interview
• Simulation
• Performance
• Sculpture
• Diary
• Demonstration
• Journal
Analyzing
Break down Infer
Breaking
information down
Deduce
Outline
into its
component
Diagram
Point out
elements.
Differentiate Relate
Distinguish Separate out
Products include:
Illustrate
Subdivide
• Graph
• Survey
• Spreadsheet
• Database
• Checklist
• Mobile
• Chart
• Abstract
• Outline
• Report
Synthesis
Categorize Devise
Compile
Formulate
Compose
Predict
Create
Produce
Design
Putting together ideas or
elements to develop a
original idea or engage in
creative thinking.
Products include:
•Film
• Story
• Project
• Plan
• New game
•Speech
•Song
• Newspaper
• Media product
• Advertisement
• Painting
Evaluating
Appraise
Compare
Contrast
Criticize
Defend
Judge
Justify
Support
Validate
Judging the value of ideas,
materials and methods by
developing and applying
standards and criteria.
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive
speech
Identify the “Bloom” Verb in
the following :
•
will be able to accurately identify the grammatical subject of each sentence
and explain his or her decision
•
will be able to accurately explain what each term means in one or two
sentences
•
will be able to rewrite the sentence in future tense
•
will be able to write grammatically-correct, well-crafted opinion essay of
three-five pages
•
will write a weather forecast
•
will demonstrate a willingness to participate and positive non-discriminatory
interactions with all team members,
•
will be able to walk the entire length of the balance beam
•
will be able to use the computer mouse and lasso tool to trace a usable
outline
Writing an Objective
Fifth Grade: ILA Benchmarks
Benchmark: Comprehends text
Competency: Self-questions to clarify and extend meaning
What: are the fifth grade indicators?: Independently decides when
to pause to monitor/clarify meaning; pauses, reflects upon, and
questions the text to monitor/maintain/extend meaning
How: can the indicators be taught?: Teacher . . .continues to provide
opportunities for students to independently apply their reading
strategies.
Where: can the indicators be taught/observed?
• Guided Reading
• Small Group Instruction
• Literature Discussion Groups
Now it is your turn!
Using the objective you brought with you,
rewrite it using the ABCD method. As
you write your objective think about
how you will use a “Bloom Verb” to
denote the desired change in behavior.
Summary
• What are the 4 parts of the “ideal”
learning objective with 100% accuracy.
• Review the learning objective that you
just wrote with a partner. Can you
identify the audience, behavior,
condition and degree?
• As you re-read the objective, circle the
measurable verb taken from Bloom’s
higher level of think.
Questions?
Resources
• http://www.educationoasis.com/curriculum/
LP/LP_resources/lesson_objectives.htm
• http://workforce.cup.edu/peterson/2004cal
web/Resources/WritingObjectives.doc
• http://edtech.tennessee.edu/~bobannon/wr
iting_objectives.html
• http://med.fsu.edu/education/FacultyDevel
opment/objectives.asp