Transcript Behavioral Objectives

Behavioral Objectives
Let’s be SMART!
What are behavioral objectives?
Why do teachers write them?
Behavioral Objectives
 Behavioral objectives tell you and your students
exactly what they should be able to DO after your
lesson that they could not do before.
 They are based on content standards.
 They are NOT expectations about appropriate
classroom behavior.
 Properly written objectives will help you align your
assessments with your lessons
Behavioral Objectives
By the end of this lesson, the student will be able to:
 Define the term “behavioral objective”
 Describe the importance of behavioral objectives
 Write three correct behavioral objectives for a given
standard
 Critique behavioral objectives written by others with
90% accuracy
Be SMART!
Good behavioral objectives are SMART:
 Specific
 Measurable
 Achievable
 Relevant (to standards)
 Time-bound (generally by end of class, lesson, or unit)
Which of the following are SMART
objectives?
1. (By the end of this lesson) The student will be able to understand the causes of the French
Revolution.
2. (By the end of this lesson) The student will be able to sit quietly and listen while others speak.
3. (By the end of this lesson) The student will be able to list Muslim countries.
4. (By the end of this lesson) The student will be able to describe three effects of the Alien &
Sedition Acts.
5. (By the end of this lesson) The student will be able to earn 100% on the quiz.
6. (By the end of this lesson) The student will be able to label African countries on an outline
map with 90% accuracy.
Formula
(time) + TSWBAT + action verb + number/degree + topic
(TSWBAT: the student will be able to)
Emphasis on displayable, measurable, action verb– we
are measuring BEHAVIORS not KNOWLEDGE.
Examples
 (By the end of this lesson) The student will be able to list
five inventions of the 1880s.
 (By the end of this lesson) The student will be able to
describe three results of the Mexican-American war.
 (By the end of this lesson) The student will be able to
compare the battle strategies employed by Germany in
World War I and World War II with 85% accuracy.
 (By the end of this lesson) The student will be able to
debate the role of the U.S. government in regulating the
housing market with 90% accuracy.
Verb Quality
 All verbs used must be action verbs– observable
behaviors– you can not use verbs like know, think,
understand, etc. because they are not measurable
 Remember that we always want our students to
utilize higher thinking skills whenever possible.
 In any lesson/unit, we want at least 75% of our
objectives to be higher-order skills.
 Refer to Webb’s Depth of Knowledge or Bloom’s
Taxonomy for help.
Actions
Creating
Higher-order thinking
(Putting together ideas
or elements to develop
an original idea or
engage in creative
thinking)
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria)
Analyzing
(Breaking information
down into its
component elements)
Applying
(Using strategies,
concepts, principles and
theories in new
situations)
Lower-order thinking
Understanding
(Understanding of
given information)
Remembering
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Checking
Hypothesizing
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Comparing
Organizing
Deconstructing
Attributing
Outlining
Structuring
Integrating
Implementing
Carrying out
Using
Executing
Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Recognizing
Listing
(Recall or recognition Describing
of specific information) Identifying
Retrieving
Naming
Locating
Finding
Products
Film
Story
Project
Painting
Plan
Song
New game
Media product
Advertisement
Debate
Verdict
Panel
Conclusion
Report
Evaluation
Investigation
Persuasive speech
Survey
Chart
Database
Outline
Mobile
Graph
Abstract
Report
Spreadsheet
Checklist
Illustration
Diary
Simulation
Journal
Sculpture
Demonstration
Presentation
Interview
Performance
Recitation
Summary
Collection
Explanation
Show and tell
Example
Quiz
List
Label
Outline
Quiz
List
Definition
Test
Fact
Worksheet
Label
Workbook
Reproduction
Learning Activities
Webb’s Depth of Knowledge
http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf
Practice Time
 Working with a partner, please write three SMART
behavioral objectives for the following standard:
 SS.912.A.2.1: Review causes and consequences of the
Civil War.
Alignment
 Now remember that your objective, class activities
and assessment must all be aligned—if you use higher
order thinking verbs in your objectives they must be
practiced in class and demonstrated on the
assessment!
 If your objectives are to analyze, defend, create, etc–
can these be assessed on a multiple choice test?
Judging Objectives
 Students will be able to identify people associated with the Civil
Rights Movement.
 Students will better understand what segregation means.
 Students will be able to compare the Civil Right Movement time
period to today’s society.
 Students will be able to discuss rights that were fought for
during the Civil Rights Movement.
 Students will create self-portraits that will be displayed to show
the diverse community in our classroom.
Judging Objectives
 The students will chronologically order the events in
the story using pictures from the story in 10 minutes.
 The students will chronologically order what they do
after school using time related terms including at
least 5 items.
 The students will analyze their day at school to
determine at least 3 events that occur and what order
they occur in chronologically.
 Students will be able to locate the states.
 Students will be able to make a list of characteristics
of states and regions of the United States.