2. Goals and objectives are derived from standards.
Goals specify what must be accomplished and who
must accomplish these tasks in order to meet the
identified standard.
Objectives convey to your learners the specific
behaviors to be attained, the conditions under
which the behavior must be demonstrated, and the
proficiency level at which the behaviors are to be
performed.
3. A behavioral objective requires that the learner’s
behavior is both observable and measurable.
There are three steps or three components in every
objective:
1. Observable learning outcome (i.e., behavior to be
attained, skill, target performance)
2. Conditions
3. Criterion level (i.e., performance level,
proficiency level)
4. Learning objectives must be direct, concrete and observable.
Wording is important!
One suggestion is to choose behavior from a list of action
verbs.
Keep in mind that there is a distinction between learning
outcome and learning activities.
What do you expect your students to know and be able to do
at the end of the lesson?
Example:
The learner will add two-digit numbers.
5. Identify the learning conditions under which the
learning will take place.
If the learning outcome can be achieved only
through particular materials, equipment, tools, or
other resources, state these conditions.
Are there any conditions under which the learning
must take place?
Example:
The learner will add two-digit numbers using a calculator.
6. State the level of performance required to meet the objective. This is
the criterion level.
It is the degree of performance desired or the level of proficiency that
will satisfy you that the objective has been met.
Criterion levels are set to establish a benchmark for testing whether
an objective has been met.
What is the minimum level of performance to be obtained for
academic success?
Example:
The learner will add two-digit numbers using a calculator with 70% accuracy.
or
Using a calculator, the learner will add two-digit numbers with 70% proficiency.
7. The learner will be able to add two-digit numbers using a calculator with 70% proficiency.
Stem Learning Outcome Condition Criterion
Performance objectives tell what the learner will be able to do at the conclusion
of the lesson. These objectives include a stem and three parts: learning
outcome (i.e., behavior to be attained, skill, target performance) condition and
criterion (i.e., proficiency level, performance level).
8. • Cognitive – Intellectual abilities and skills
• Affective – attitudes, beliefs and values
• Psychomotor – physical movements and
performance
9. Bloom, Englehart, Hill, Furst and Krathwohl (1984)
devised a method for categorizing objectives according
to cognition.
Higher-level objectives are more authentic than lower-
level objectives.
Bloom’s Taxonomy
11. Krathwohl, Bloom and Masia Affective Behavior
(1999) provides five levels of
Levels
affective behavior.
This levels range from the • Characterization
lowest being less authentic to • Organization
the highest being most • Valuing
authentic. • Responding
• Receiving
12. Harrow (1972) and moore Psychomotor
(1992) delineates five levels
Behavior Levels
of psychomotor behavior.
This levels range from the •Naturalization
lowest being less authentic to •Articulation
the highest being most •Precision
authentic. •Manipulation
•Imitation
13. Standards tell what students should know and be able to do.
Teachers
• Interstate New Teacher Assessment and Support Consortium
(INTASC)
• Louisiana Components of Effective Teaching (LCET)
Students
• Louisiana Content Standards, Benchmarks and Grade Level
Expectations (including Early Childhood)
• Louisiana K-12 Educational Technology Standards
• COE Conceptual Framework
There are national content standards for each subject area.
Most of these were developed by the subject area
organization.
14. Interstate New Teacher Assessment and Support
Consortium (INTASC)
Complete document:
http://www.ccsso.org/content/pdfs/corestrd.pdf
15. Louisiana Components of Effective Teaching (LCET)
http://www.louisianaschools.net/lde/uploads/5564.
pdf
Domains:
Planning
Management
Instruction
Professional Development
School Improvement
16. Louisiana Content Standards and Benchmarks
Making Connections
http://mconn.doe.state.la.us
Louisiana Eagle
http://www.louisianaeagle.org
Comprehensive Curriculum
http://www.doe.state.la.us/lde/saa/2108.html
17. Louisiana K-12 Educational Technology Standards
http://www.doe.state.la.us/lde/lcet/324.html
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision
Making
5. Technology Operations and Concepts
19. There are national content standards for each
subject area. Most of these were developed by the
subject area organization.
20. There are national content standards for each subject area. Most of these were developed by the
subject area organization.
Area: Early Childhood
National Association for the Education of Young Children (NAEYC)
Area: Elementary Education
Association for Childhood Education International (ACEI)
Area: English Language Arts/Reading
National Council of Teachers of English (NCTE)
International Reading Association (IRA)
Area: Health Education
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)
American Association for Health Education (AAHE)
Area: Mathematics Education
National Council of Teachers of Mathematics (NCTM)
Area: Music Education
National Association for Music Education (MENC)
Area: Physical Education
American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)/
National Association for Sport and Physical Education (NASPE)
Area: Science Education
National Science Teachers Association (NSTA)
Area: Social Studies Education
National Council for the Social Studies (NCSS)
Area: Foreign Languages
American Council on the Teaching of Foreign Languages
21. 1. Gaining attention (Anticipatory Set) – Begin each lesson with an
instructional event to engage student interest, curiosity and
attention.
2. Informing the learner of the objective – Inform the learner of the
behavioral outcome that is expected. This sets the purpose and
expectations.
3. Stimulating recall of prerequisite learning – Some previously
acquired facts, concepts and skills are relevant to this new task.
4. Presenting the stimulus material:
1. Authenticity
2. Selectivity
3. Variety
5. Eliciting the desired behavior (Check for understanding, Guided
Practice)– Provide the learners with an opportunity to display
knowledge and understanding.
6. Providing feedback
7. Assessing the behavior
22. Understand and value learning goals (Page 228-229)
Understand the learning process (Page 229-232)
Be actively involved in the learning process (Page 232-234)
Having learning goals relate to their own interests and choices (Page
234-246)
Receive instruction matched to their learning styles and strengths (Page
246-254; Learning Styles, Gardner, Bloom)
See learning modeled by adults as an exciting and rewarding process
(Page 254)
Experience success (Page 254-259)
Have time to integrate learning (Page 259)
Receive realistic and immediate feedback (Page 259-264)
Be involved in self-evaluating their learning and effort (Page 264-267)
Receive appropriate rewards for performance gains (Page 267)
Experience a supportive, safe, well-organized learning environment
(Page 268)
23. Visual - If you use the visual style, you prefer using images,
pictures, colors, and maps to organize information and
communicate with others.
Aural - If you use the aural style, you like to work with sound
and music. You have a good sense of pitch and rhythm.
Verbal - The verbal style involves both the written and spoken
word.
Physical - If the physical style is more like you, it’s likely that you
use your body and sense of touch to learn about the world
around you.
Logical - If you use the logical style, you like using your brain for
logical and mathematical reasoning.
Social - If you have a strong social style, you communicate well
with people, both verbally and non-verbally.
Solitary - If you have a solitary style, you are more private,
introspective and independent.
25. This area has to do with words, spoken or
written. People with high verbal-linguistic
intelligence display a facility with words and
languages. They are typically good at reading,
writing, telling stories and memorizing words
along with dates.
26. This area has to do with logic, abstractions,
reasoning, and numbers. Individuals with this
intelligence place emphasis on traditional
mathematical ability and more reasoning
capabilities, abstract patterns of recognition,
scientific thinking and investigation, and the
ability to perform complex calculations.
27. This area has to do with rhythm, music, and
hearing. Those who have a high level of
musical-rhythmic intelligence display greater
sensitivity to sounds, rhythms, tones, and
music. In addition, they will often use songs
or rhythms to learn and memorize
information, and may work best with music
playing in the background.
28. This area has to do with vision and spatial
judgment. People with strong visual-spatial
intelligence are typically very good at
visualizing and mentally manipulating objects.
Those with strong spatial intelligence are
often proficient at solving puzzles. They have
a strong visual memory and are often
artistically inclined.
29. This area has to do with bodily movement and
psychology. They often learn best by doing
something physically, rather than reading or
hearing about it.
30. This area has to do with interaction with others. In
theory, people who have a high interpersonal
intelligence tend to be extroverts, characterized by
their sensitivity to others' moods, feelings,
temperaments and motivations, and their ability to
cooperate in order to work as part of a group.
They communicate effectively and empathize easily
with others, and may be either leaders or followers.
31. This area has to do with introspective and self-
reflective capacities. Those who are strongest in this
intelligence are typically introverts and prefer to work
alone. They are usually highly self-aware and capable
of understanding their own emotions, goals and
motivations.
They learn best when allowed to concentrate on the
subject by themselves. There is often a high level of
perfectionism associated with this intelligence.
32. This area has to do with nature, nurturing and relating
information to one's natural surroundings. This type of
intelligence was not part of Gardner's original theory of Multiple
Intelligences, but was added to the theory in 1997.
Those with it are said to have greater sensitivity to nature and
their place within it, the ability to nurture and grow things, and
greater ease in caring for, taming and interacting with animals.
They must connect a new experience with prior knowledge to
truly learn something new.
33. Jones, V. and Jones, L. (2010). Comprehensive
Classroom Management (Ninth Edition).
Upper Saddle River, New Jersey: Prentice-Hall,
Inc. (ISBN:9780205625482).
