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This document discusses different frameworks for writing instructional goals and objectives, including Mager's objectives, ABCD objectives, enabling and terminal objectives, and Bloom's taxonomy. It provides examples for each framework. Mager's objectives focus on the action, condition, and criteria. ABCD objectives specify the audience, behavior, condition, and degree. Enabling objectives support the terminal or overall learning outcome. Bloom's taxonomy categories include remembering, understanding, applying, analyzing, evaluating, and creating to help formulate objectives.
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2.3
This document discusses different frameworks for writing instructional goals and objectives, including Mager's objectives, ABCD objectives, enabling and terminal objectives, and Bloom's taxonomy. It provides examples for each framework. Mager's objectives focus on the action, condition, and criteria. ABCD objectives specify the audience, behavior, condition, and degree. Enabling objectives support the terminal or overall learning outcome. Bloom's taxonomy categories include remembering, understanding, applying, analyzing, evaluating, and creating to help formulate objectives.
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William DeHart was the first African American to win gold in the 1924 Olympics in Paris. He set numerous records while attending the University of Michigan, where he won the Big Ten Championship seven times and the NCAA championship three times. After his successful track career, DeHart became a supervisor working to advance civil rights for African Americans in Cincinnati.
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2.3
This document discusses different frameworks for writing instructional goals and objectives, including Mager's objectives, ABCD objectives, enabling and terminal objectives, and Bloom's taxonomy. It provides examples for each framework. Mager's objectives focus on the action, condition, and criteria. ABCD objectives specify the audience, behavior, condition, and degree. Enabling objectives support the terminal or overall learning outcome. Bloom's taxonomy categories include remembering, understanding, applying, analyzing, evaluating, and creating to help formulate objectives.
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Guided Response Respond to at least one classmate with ob
Guided Response:
Respond to at least one
classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing and how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy.
(I will attach my work to help you guys )
Laura Powell
Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective.
How would you differentiate between the two if attempting to explain it to somebody else?
Eample: According to Lea, K. (2013)
Standard:
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. (This is a Common Core mathematics standard for seventh grade.)
Objective:
Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased.
A standard is what is expected and a objective is what goals are trying to be accomplished or met. With standards we teach what is suppose to be taught out of that subject and their are certain things from the subject that students needs to know and learn in order to move on and the objective is how can the teacher get the student there? What are the goals?
what is the relationship between formative assessments during instruction and the standards and objectives of that lesson?
It is hard to teach when the teacher does not know what type of learner they are trying to teach. So the relationship between assessment is to teach the teacher what type of student or learner they have. Than the standard is implying what the lesson is asking out the students and what the student needs to know from that lesson to master and the objectives are goals and steps to help the student get there. All three are vital ingrredents to help get the student where he or she needs to be to pass or master the lesson.
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and tandards
. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.
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The document discusses shifting perspectives in instructional design away from traditional linear problem solving models. It provides examples of how people don't actually solve problems in a linear way in real life. Instead, flexible models and open learning environments allow students to use their own means and interests to find solutions through hands-on learning and available resources. Constructivist learning environments give students ill-structured problems relevant to them while providing support, allowing for more authentic learning centered around how people naturally problem-solve in their own lives.
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The document outlines an instructional opportunity to tutor middle school students in math concepts using an LMS. It provides 3 instructional objectives related to geometry and spatial reasoning. It then states that after 2 years of implementing the LMS, student participants showed significant growth on academic testing. It proceeds to describe how student mastery of the objectives will be measured using practice STAAR exams and achievement levels, providing examples of what students should be able to do at each level.
Guided Response Respond to at least one classmate with ob
Guided Response:
Respond to at least one
classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing and how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy.
(I will attach my work to help you guys )
Laura Powell
Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective.
How would you differentiate between the two if attempting to explain it to somebody else?
Eample: According to Lea, K. (2013)
Standard:
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. (This is a Common Core mathematics standard for seventh grade.)
Objective:
Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased.
A standard is what is expected and a objective is what goals are trying to be accomplished or met. With standards we teach what is suppose to be taught out of that subject and their are certain things from the subject that students needs to know and learn in order to move on and the objective is how can the teacher get the student there? What are the goals?
what is the relationship between formative assessments during instruction and the standards and objectives of that lesson?
It is hard to teach when the teacher does not know what type of learner they are trying to teach. So the relationship between assessment is to teach the teacher what type of student or learner they have. Than the standard is implying what the lesson is asking out the students and what the student needs to know from that lesson to master and the objectives are goals and steps to help the student get there. All three are vital ingrredents to help get the student where he or she needs to be to pass or master the lesson.
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and tandards
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The document discusses the purposes and types of grades or marks. It outlines several main purposes of grades, including enhancing student learning, reporting to parents/guardians, and administrative and guidance uses. It also describes various types of grading scales and systems, such as percentage scales, letter grades, pass/fail scales, and standards-based grading. The document emphasizes that grades serve to communicate student achievement and provide information to students, parents, and other stakeholders.
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This document outlines a standards-based lesson plan for a first grade classroom on organizing, representing, and interpreting data using bar graphs. The lesson involves students sorting M&M candies by color, recording the data using tally marks, and creating a bar graph to represent the results. Students will then interpret their bar graph data by answering questions. The lesson supports first grade math standards on collecting, organizing and displaying data. The teacher will assess student understanding through their completed recording sheets. The document concludes by emphasizing the importance of standards-based lessons in ensuring students leave high school prepared for college and careers.
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The document outlines the key steps in developing an effective lesson plan (LP). It discusses 5 steps: 1) Introduction of the topic, 2) Elaboration and development of the topic through clear explanations, questions and answers, and hands-on tasks, 3) Summary of the lesson by the teacher and students, 4) Assessment of student learning, and 5) Assignment of homework or exercises. Effective teaching requires passion, care for students, strong subject knowledge, organization, and a willingness to improve through reflective practices like developing high-quality lesson plans.
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The document discusses principles and practices of assessment and reporting in the IB Middle Years Programme (MYP). It outlines that assessment should focus on the whole child, provide feedback to improve learning, and involve students reflecting on their own progress. Teachers use criteria-based rubrics to assess student work and provide feedback, evaluating achievement levels rather than comparisons. Student progress is reported to parents regularly using summative reports issued twice a year.
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The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
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The document discusses implementing high-quality student learning objectives (SLOs) as part of Maryland's teacher evaluation model. It explains that 50% of teacher evaluations will be based on student growth measures, including SLOs. SLOs require teachers to identify critical content, select quality measures, set rigorous targets, and develop best practice action plans. The document provides questions and examples to guide teachers in developing high-quality SLOs and ensuring they are ambitious yet attainable. After using SLOs for 5 years, teachers reported benefits like stronger collaboration and a focus on student progress and achievement.
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The document discusses how to write effective learning objectives using the ABCD method. It states that objectives should be student-focused, measurable, specific and realistic. Objectives define what students will be able to do, under what conditions, and to what degree of proficiency after a learning experience. Well-written objectives focus on observable and measurable behaviors and guide assessment of whether students achieved the intended learning outcomes.
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Guided Response Respond to at least one classmate with ob
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2.3
- 1. S Instructional Goals and Objectives Erica Rodriguez
- 2. Mager’s Objectives S Action-action taken when learners has achieved objective S Condition-conditions that learners will act under S Criteria-how well must learners preform action?
- 3. Example S A first grade teacher is teaching a math lesson on addition. Under Mager’s methods this teachers learning objectives could be: S After todays lesson (condition) students should be able to accurately and quickly (criteria) add a number 1-10 to another number 1-10 (action).
- 4. ABCD’s Objectives S Audience-learners S Behavior-how learners will act after the lesson S Conditions-Setting for the learning S Degree-standard
- 5. Example S An art teacher is giving a lesson on mixing colors to a kindergarten class. If using the ABCD method her learning objectives would be: S When this kindergarten class (audience) sees purple, green, or orange (conditions) they will be able to tell me which two colors were used to make that color (behavior) with no mistakes (degree).
- 6. Enabling and Terminal Objectives S Enabling-supporting descriptions S Terminal-overall learning outcome
- 7. Example: S A gymnastics coach is teaching a group of young gymnasts to do handstands. S Enabling Objective: gymnasts can preform a vertical handstand against a wall, on a mat, with a spot, and alone on the floor. S Terminal Objective: Gymnasts can compete a handstand at their first competition with confidence and accuracy.
- 8. Blooms Taxonomy S Blooms taxonomy has a list of verbs and materials to help create learning objectives. They fall under the categories of: Remembering, Understanding, Applying, Analysis, Evaluating, and Creating. These will be very useful when I am create objectives for my lesson plans!