This document provides guidelines for writing effective instructional objectives. It explains that objectives should be based on subject area standards and describe observable student outcomes, not teacher actions. When writing objectives for complex skills, a task analysis should break the skill into steps. Objectives should reflect the appropriate cognitive level and determine assessment. Follow-up guidelines stress that objectives guide lesson planning and resources, not vice versa, and should be written in a specific format describing the audience, behavior, condition and degree of competency. Well-written objectives provide focus and a means to evaluate success for any given lesson.
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
Objectives are statements which describe what the learner is expected to achieve as a result of instruction.
A course objective specifies a behavior, skill, or action that a learner can demonstrate if they have achieved mastery of the objective.
Objectives need to be written in such a way that they are measurable by some sort of assessment.
Course objectives form the foundation of the class.
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
Objectives are statements which describe what the learner is expected to achieve as a result of instruction.
A course objective specifies a behavior, skill, or action that a learner can demonstrate if they have achieved mastery of the objective.
Objectives need to be written in such a way that they are measurable by some sort of assessment.
Course objectives form the foundation of the class.
Guided Response Respond to at least one classmate with objesseniasaddler
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.
Kindergarten:
Correct ...
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
PLANNING CLASSROOM TESTS AND ASSESSMENTSSANA FATIMA
Classroom tests and assessments play a central role in the evaluation of student learning like
Motivating the students
Measuring achievement
Assessing students prior knowledge
Identifying areas for review
Check instructional effectiveness
Maintain learning atmosphere
The main objective of classroom tests and assessments is to obtain valid, reliable, and useful information concerning student achievement.
PLANNING CLASSROOM TESTS AND ASSESSMENTS:
Grounlund and Linn (1990) have suggested the following 8 basic steps in classroom testing:
1. Determining the purpose of classroom tests and assessment.
2. Developing specifications for tests and assessment.
3. Selecting appropriate types of items and assessment tasks.
4. Preparing relevant test items
5. Assembling the test
6. Administering the test
7. Appraising the test
8. Using the results.
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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2. Instructional Goals
Before beginning to
write your
instructional
objective(s),
consider the larger
educational goal to
which the objective
leads.
3. There are certain
expectations from a child
who have completed
particular years of school.
For example:
We expect high school
graduates to be able to
solve problems
And to critically evaluate
issues and make decisions.
Instructional Goals
4. Students do not
achieve these goals
at one grade level or
in one class.
Instructional Goals
One teacher cannot be
responsible for students
achieving these goals.
(Or)
5. Begin by identifying the part of the
goal to be achieved in the lesson you
are teaching.
The National standards are a good
place to start.
Standards
6. What is an instructional
objective?
An objective is a description of a performance you want learners to be able to exhibit before you
considerthemcompetent. An objective describes an intended result of
instruction, ratherthan the process of instruction itself.
(Mager, p. 5)
Instructional Objective
7. Instructional Objective
An instructional objective describes
the intended result of the instruction.
It describes what a learnerwill be able
to do afterthe instruction.
9. Consider this educational goal.
Student will be able to find the area
of a triangle.
Task Analysis
What a student must be able to
do to complete this task?
10. Goal:
Students will be able to find the area of
the given triangle.
Tasks:
Identify the type of triangle.
Recall the formula to find the area of
the given triangle based on its type.
Apply the given measurements in the
formula.
Calculate the area of the given
triangle.
Task Analysis
11. Determining the ability of the
student:
After the task analysis is complete, you need
to determine which tasks students have
already mastered and which they continue
to need work. This is often referred to as
formative evaluation or formative
assessment.
Student Ability
Think about what a student
who achieved the objective,
was able to do?
Also think about what the
weakest students in your class
can do?
12. Now you should
have an idea of the
learning tasks to
establish for your
students.
The sample of
tasks you select
should reflect the
level at which
students are
operating in the
cognitive,
Writing Instructional Objectives
13. Writing Instructional Objectives
Tasks Level in
Cognitive
Domain
Identify the type of triangle Understanding
Recall the formula to find the area of
the given triangle based on its type.
Remembering
Apply the given measurements in
the formula.
Applying
Calculate the area of the given
triangle.
Applying
Write the area with appropriate
units.
Remembering
14. (As you write instructional objectives, you should
remember the following )
1.Instructional objectives guide the use of
instructional activities
2.Instructional objectives guide the
selection of instructional resources – Not
Vice Versa
3.Instructional objectives are aimed at
general learning outcomes. They are not
specific to a given set of resources.
Guidelines forInstructional
Objectives (IO):
Cont…
Guidelines for IO
15. 4.Instructional objectives focus on
learning outcomes forstudents, NOT
actions by the teacher
For Example:
Which of these two statements is more
appropriate as an instructional objective?
Students will be shown the steps for solving a
word problem.
Students will identify the steps in solving a
word problem.
The first statement identifies what the teacher
will do, not what the learning outcomes for
students will be.
Therefore, the second statement is the more
appropriate statement of an instructional Cont…
Guidelines for IO
16. 5.Instructional objectives are stated in
terms of observable student outcomes. If
you are going to use a broad
instructional objective such as
“understands,” then provide sub-
objectives that describe what a student
who “understands” looks like.
For Example:
Understands the method to find the area of the triangle
Identify the type of triangle.
Recall the formula to find the area of the given
triangle based on its type.
Apply the given measurements in the formula.
Sub-
Objectives
Cont…
Guidelines for IO
17. 6.Instructional objectives determine
assessment and evaluation.
For Example:
Your unit examination requires students to
calculate the area of a given triangle. Which
of the following is an appropriate instructional
objective for the unit?
A.Students will be able to create two triangles
having the same area .
B.Students will be able to calculate the area of
a triangle.
B is the appropriate instructional objective for the
examination item identified. Statement A requires a
different level of development and a different form of
evaluation.
Cont…
Guidelines for IO
18. ABCD’s of Writing Objectives
AA AudienceAudience
DD DegreeDegree
BB BehaviourBehaviour
CC ConditionCondition
Guidelines for IO
20. Summary:
Start the process of determining instructional
objectives by reviewing the subject area standards
for the grade level you are teaching.
Identify the standard your lesson is focused upon.
If the standard involves learning a complex
concept, generalization, or skill, complete a task
analysis.
Identify the steps in the task the lesson will
address.
The statement of an objective should reflect an
appropriate level in the cognitive, affective, or
psychomotor domain.
The statement identifies learning outcomes for
students and not actions by the teacher
Instructional Objective
21. Conclusion
Instructional objectives
guide the remaining steps
in planning a lesson.
No lesson can be effective
without effective
instructional objectives –
A lesson without effective
objectives is like a trip
without a destination,
You don’t know where you
are going
You have no means to
determine how to get there
Instructional Objective
Ask students to download National Curriculum Framework (NCF) 2005 and NCF- Position paper on Teaching of Mathematics. Motivate them to do an analysis on the National goals/ Objectives of teaching Mathematics and initiate a discussion so that students understand the National objectives of teaching Mathematics at different levels.
The objectives are the backbone of teaching. The high level objectives allow you to decide the number of lessons, topics and sub –topics the course can be broken down into. These objectives also allow you to decide what the approach within the topics would be. The instructional objectives are focused on the national objectives of teaching mathematics.
Determining the ability of the students helps a teacher to identify level of performance that can be expected from the students.
Identify the levels which each task falls under according to Bloom’s. (Refer the poster/ print sheet). If the task is being extended to create a triangle that has the same area as the given one, then the level cognitive domain will also be extended higher order levels i.e., analysing, evaluating and creating. Once we identify the levels let us write the instructional objectives.
(Refer the content in the material “Writing Instructional Objectives” to explain this slide)
A-Audience: The who. "The student will be able to…"
B-Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or product should be observable.
C-Condition: The important conditions under which the performance is to occur.
D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.
(Refer the content in the material “Writing Instructional Objectives” to explain this slide)
Motivate the students to write atleast one objective in each cell focusing on the respective dimension. At the end discuss the written objectives.
(Use Bloom’s taxonomy - worksheet)