We’re going to learn all three. No one correct way. Each district’s expectations are different. At this point, you can learn something important from the ideas behind each approach. Remember: the purpose is to clearly communicate to students what they are expected to know and/or be able to do & to assist teacher in assessing students
Elicit some responses: What about it? You need to clarify for yourself as well as your students. STUDENTS DO BETTER WHEN THEY KNOW WHAT IT IS THEY ARE EXPECTED TO LEARN. Students don’t know exactly what it is they have to be able to DO. They will think they just need to know a definition. So how will YOU KNOW that they understand it?
Tell them: Mager started it all, deciding that we won’t know they’ve learned anything unless we can measure something they DO (some behavior). Therefore, the only useful objective will be very specific. So I want to teach dramatic irony. Let’s word the objective behaviorally a la Mager: I have this slide set up so that each part of the objective appears separately. (I’ll remind them that this was one of the ways from yesterday’s plan that I decided to assess them.) When I get to performance criteria I’ll tell them I will give no partial credit. Right or wrong. Will be other questions on other elements of the story on the test.
Easiest to follow this order when writing the objective, but not necessarily when devising it. Put it together any way you can, then word it Situation – Behavior – Performance criteria. Here I had to change the order in the interest of grammar.
Show them another one. Lead them through it.
First & third are fine. In #2, will we know the students know the difference? WHAT WILL THEY DO? (Elicit suggestions. No one right answer.) Also, the introductory phrase answers the question “When will they have learned it?” not “Under what condition will they show me they understand it?” STOP HERE AND HAVE THEM DO WORKSHEET. THEN DO THE LAST SLIDES.
Do this one with them. e.g. Behavior: Insert commas, end marks, and quotation marks correctly Situation: a paragraph written where all quotation marks have been deleted Performance Criteria: minimum of 80% Given a paragraph in which quotation marks have been deleted, students will be able to insert commas, quotation marks, and end marks with at least 80% accuracy.
Their homework assignment is going to be to write 4 behavioral objectives. They can be about anything in English: literature, writing, grammar, speaking & listening.
![WRITING INSTRUCTIONAL OBJECTIVES: WHAT’S THE BIG DEAL? ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)