Objective

1. Guidelines for Effective Lesson Planning
Original Power Point from:
http://www.uwsuper.edu/dl/loader.cfm?csModule=security/getfile&pageid=191952
Edited by Traci Johnston, Cindy Randolph, and Trude Puckett

2.  The InfantToddler
Frameworks and the
Frameworks forThree
and FourYear Olds is
where we need to start.

3.  Choose the benchmark
that relates to the
task/activity you want
to measure.
 What do you want to
observe a child doing if
they have
met/accomplished this
benchmark?

4.  As you write measureable objectives, you
should remember the following :

5.  Measureable objectives
guide the use of
instructional activities

6.  Measureable objectives
guide the selection of
the materials you
choose.

7.  Measureable
objectives focus on
learning outcomes for
students,
 NOT actions by the
teacher.

8.  Measureable
objectives are stated in
terms of observable
student outcomes.
 Children will understand
the parts of a book.
 This is NOT a statement
of an observable
outcome.
 “Understand” is a verb
that cannot be
measured objectively.

9.  The child will name the parts of a book when
pointed to by the teacher 9 out of 10 times.
 This is a statement of an observable
outcome.

10. Measureable objectives determine
assessment and evaluation.

11.  Each objective will
contain four parts.
 It’s as easy as ABCD!
 Audience
 Behavior
 Condition
 Degree

12.  The audience is always the
individual(s) for whom you are writing
the objective.
 This should be explicitly stated in your
objective.
 Only include one audience in each
objective.
 Examples:
 The child will…
 The infant will…
 The toddler will...
 The preschooler will…
 The kindergartener will…

13.  The infant will make eye contact with the
caregiver’s face when the caregiver talks 8
out of 10 times. (4.4.A)
 The toddler will point to an object in a book
when the caregiver names the object 7 out
of 10 times. (6.3.B)
 The preschooler will name an object in a
book when the caregiver points to the
object 8 out of 10 times. (3.3 and 3.4)

14.  The behavior is always a
verb/action that you can measure
or observe objectively.
 Never use verbs like “learn,
understand, comprehend”
because they are hard to
measure.
 Only include one behavior in each
objective.
 Bloom’sTaxonomy should be
used to make sure you are
choosing behaviors that promote
different levels of learning.

15.  Knowledge/Remembering
 Recalls previously learned information
Knowledge Behaviors/Verbs/Actions
Count
Define
Draw
Find
Identify
Label
Match
Name
Quote
Recall
Recite
Record
Select
State
Tell
Sequence
Write
List
Describe
View
Read

16.  Comprehension/Understanding
 Comprehends/Understands the meaning of
instructions or problems
Comprehension Behaviors/Verbs/Actions
Classify Cite Conclude Describe
Discuss Estimate Explain Report
Give examples Illustrate Locate
Restate Review
Summarize

17.  Application/Applying
 Apply what has been learned in a new situation
Application Behaviors/Verbs/Actions
Apply
Change
Choose
Demonstrate
Discover
Dramatize
Illustrate
Interpret
Manipulate
Operate
Practice
Predict
Prepare
Produce
Show
Sketch
Solve
Write

18.  Analysis/Analyzing
 Separates materials or concepts into an organized
structure that is understood
 Distinguishes between facts and opinions
Analyze Behaviors/Verbs/Actions
Analyze Categorize Classify Compare
Contrast Examine Experiment Identify
Illustrate Model Question Select
Separate

19.  Synthesis/Creating
 Put parts together to form a whole, with emphasis
on creating a new meaning or structure
Synthesis Behaviors/Verbs/Actions
Arrange
Categorize
Collect
Combine
Construct
Create
Design
Develop
Explain
Plan
Prepare
Recreate
Reorganize
Rewrite
Summarize
Tell
Write

20.  Evaluation/Evaluating
 Make judgments about the value of ideas or
materials
Evaluation Behaviors/Verbs/Actions
Choose
Compare
Conclude
Contrast
Describe
Estimate
Evaluate
Explain
Interpret
Relate
Predict
Rate
Select

21.  The infant will pull the cover off of an
object that has been hidden 2 out of 3
times. ( 6.1.b)
 The toddler will point to big/little objects
when named by the teacher 3 out of 4
times. (6.1.c.)
 The preschooler will recreate an auditory
pattern through hand claps, foot taps, and
leg flaps 7 out of 10 times. (3.12)

22.  The condition identifies actions,
materials and/or tools that will be
accessible to the learner while
his/her performance is evaluated.
 This should be explicitly stated in
your objective.
 The condition should be the
assessment used to evaluate
learners.

23.  The infant will respond to their name by
turning their head 2 out of 3 times. (1.2.B)
 The toddler will respond to verbal
communication by following one step
directions 3 out of 4 times. (4.3.C)
 The preschooler will make appropriate
predictions of whether objects can
sink/float 8 out of 10 times. (3.23)

24.  The degree is the level of
proficiency required to indicate
successful completion of the
objective.
 This should be explicitly stated in
your objective.
 Typically, you should not require
your learners to be perfect to
complete an objective, as this sets
them up for failure.
 Examples:
 2 out of 3 (66%)
 3 out of 4 (75%)
 9 out of 10 times (90%)

25.  The Arkansas Frameworks uses the following
terms:
 Not yet – (0 – 30 %) – 3 or less than out of 10
 Emerging – (31 -69%) – 4 through 6 times out of
10
 Consistently – (7 0 – 100%) – 7 through 10 times
out of 10

26.  The infant will reach for toys and/or objects
when placed within reach 2 out 3 times.
(5.2.A)
 The toddler will respond to the cries of
another child by patting/hugging the child
as an expression of concern 3 out of 4
times. (3.3.C)
 The preschooler will demonstrate
independence by washing hands correctly
without assistance 8 out of 10 times. (1.2)