The principal goal of education is to create man who are capableof doing new things, not simply of repeating what other generationsHave done.(Jean Piaget)
National Goals: Presented by the National Education Summit in 1989 that American students would be the first in the world in math and science by 2000. State Goals: More concrete and specific and appears in the form of a standard. › 9-12 Benchmark: Understand the properties, underlying structure, and reactions of matter. Local Goals: Described in terms of specific outcomes designed to facilitate a state standard.
Long-range goals: it provides a general direction of what kind of knowledge students should acquire during the course. › For example, reading for early elementary grades. Unit goals: it provides a focal beginning for planning an unit. › For example, a high school social studies teacher might have her students become familiar with the Spanish-American War. Lesson goals: provides concrete goals. › For elementary grades, for example, the teacher might have students circle words or write an essay.
These objectives must clearly state “what is the student expected to be able to do, and that each intended performance be directly visible and/or audible.” › An observable behavior › The conditions under which the behavior will occur › Criteria for acceptable performance
Given six sentences, fifth graders will identify each that contains a simile. Given 10 addition problems requiring regrouping, second graders will successfully solve eight.
That is the performance you are expecting your students do › State › Classify › List › Label › Construct › Underline › Compare
When we describe specific conditions, our students will have to demonstrate a behavior › Have them define a noun in writing memory › Have them write a list of nouns that were not used as an example in class › Have them identify adjectives in a series of sentences › Given a list › Without aid › In a test › Verbs for Lesson Plans
With 100% accuracy With no more than 3 errors In 20 seconds 2 out of 5 times
•I do it for you•I do it with you•You do it with a buddy•You do it by yourself
ABCDs of Writing objectives A Audience, who are you teaching? B Behavior, what is the learner expected to do? C Condition, important conditions under which the objective is to occur D degree, the level of acceptable performance * Remember to infuse Bloom’s Taxonomy in your goals
Each group will receive a textbook. Select a chapter Follow the ABCDs of lesson goal writing for writing 2 lesson goals. First: Lower level cognitive skills Second: Higher level of cognitive skills Write your lesson goals on a poster Be a critical friend to your peers