1Mesa Public Schools 2010

2

Writing an EffectiveLearning Objective:

The instructional road to focus learning

Ensuring learning occurs in every lesson

for every student

Mesa Public Schools 2010

What’s the big picture

for upcoming district professional

development?

LESSON

ALIGNMENT

PLANNINGTask Analysis

E.E.I.

INSTRUCTION

Assessment

Learning Objective

Learning Objective:

Topic: learning objectives

Level of Thinking: apply

Do: write 3 part learning objectives that

align with performance objectives

3 Parts of a Learning Objective:

topic – focus of lesson

level of thinking – depth of thinking

do - proof of learning

Learning Objective:Topic/Content/Skill

From P.O. to Topic

MathPerformance Objective 1:

Compare and order real numbers including very large and

small integers, and decimals and fractions close to zero.

MODEL

Topic? real numbers, integers, decimals, and/or fractions

Look at the noun(s)

From P.O. to Topic

Writing:

Performance Objective 1:

Use clear, focused ideas and details to support the topic.

PRACTICE

ideas and/or detailsTopic?

From P.O. to Topic

Science:

Performance Objective 2:

Choose an appropriate graphic representation for collected data:

line graph, double bar graph, stem and leaf plot and histogram.

PRACTICE

Graphic representation (line, double bar, stem & leaf plot, histogram, and/or graph)

Topic?

Identify the topic (s) in

one of your content POs

ThinkPair

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Learning Objective:Level of Thinking

Common Cognitive Levels of Instruction:Bloom’s Cognitive Domains

Old Model New Model

Analyzing

Levels of Thinking (Bloom)

Create

Evaluate

Analyze

Apply

Understand

Remember No info transfer

Allows for transfer of info

Remember

Description: recall specific ideas and info

Examples: Recite a Haiku poem.

List the characteristics of a mammal

Understand

Description: comprehend ideas, meanings & info

Examples:

Paraphrase a Haiku poem.

Explain the characteristics of a mammal.

Apply

Description: use information, ideas and

principles in new situations

Examples: Dramatize a Haiku poem. Use the characteristics of mammals to determine if a new “creature” is a

mammal or non-mammal

Analyze

Description: break down info into its parts

Examples: Infer the meaning of a Haiku poem.

Compare and contrast characteristics of mammals and reptiles

Evaluate

Description: judge the value or ideas, purposes and methods

Examples: Critique a Haiku poem based on criteria.

Support their reasoning for identifying an organism as a mammal.

Create

Description: put together parts to make a whole and do something new with the information

Examples: Compose a Haiku poem.

Create a new mammal.

Changing the Level of Thinking

Create

Evaluate

Analyze

Apply

Understand

Remember

Compose…

Critique…based on criteria

Infer the meaning of…

Dramatize…

Paraphrase…

Recite…

TOPIC: HAIKU POEM

New Cognitive Levels (Bloom)

Levels of thinking What brain does with info

Create Invent

Evaluate Judge

Analyze Break down

Apply Use

Understand Connect

Remember Store

Identify the thinking levels on the handout

ThinkPair

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2 Part L.O. for Math

Topic: real numbersLevel of Thinking: analyze

Topic: integersLevel of Thinking: analyze

Topic: decimalsLevel of Thinking: analyze

Topic: fractionsLevel of Thinking: analyze

From P.O. to Level of Thinking

Math:

Performance Objective 1:

Compare and order real numbers including very large and

small integers, and decimals and fractions close to zero.

MODEL

Level of Thinking: Compare = ? Order = ?

*Look at the verb(s)

Writing:

Performance Objective 1:

Use clear, focused ideas and details to support the topic.

PRACTICE

Level of Thinking: Use = APPLY

From P.O. to Level of Thinking

Writing:

Performance Objective 1:

Use clear, focused ideas and details to support the topic.

HINT: What does the brain do with this content?

2 Part L.O. for Writing

Topic: ideasLevel of Thinking: apply

Topic: detailsLevel of Thinking: apply

From P.O. to Level of Thinking

Science

Performance Objectives 2:

Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot and histogram.

PRACTICE

Level of Thinking: Choose = ?

2 Part L.O. for Science

Topic: graphic representationLevel of Thinking: apply

Identify the level of thinking in your content PO

ThinkPair

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Learning Objective:Do/Assessment/Proof of Learning

Lesson Alignment Within Learning Objectives

State standard or

foundational knowledge

Topic (noun) Level of Thinking (verb)

Do(noun + verb)

Possible Assessment Formats

whiteboards clickers (do not only use for lower level thinking) index cards (choices on cards) hand signals (use variety of signals connected to

content) visual card (student touches correct answer on card or

“I don’t know” section on card) ticket-out-the-door (serves as closure and assessment) walk around and listen for responses (oral or written)

Topic: decimalsLevel of Thinking: analyze

Do: place decimals on a number line in order OR identify the smallest decimal

MathP.O 1: Compare and order real numbers including very large and small integers, and decimals and fractions close to zero.

MODEL

Writing:P.O.1: Use clear, focused ideas and details to support the topic.

Topic: detailsLevel of Thinking : apply

Do: Write 3 details to support a topic

PRACTICE

Topic: graphic representationLevel of Thinking: apply

PRACTICE

Do: Choose graphs that best represent data.

Science:P.O. 1: Choose an appropriate graphic representation for collected data: line graph, double bar graph, stem and leaf plot and histogram.

Identify a possible assessment

for your content PO

ThinkPair

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Learning Objective:

Topic: learning objectives

Level of Thinking: apply

Do: write 3 part learning objectives that align with performance objectives

Now what?

At your school site:

start small

discuss what parts of the learning objective to begin to post

consider how implementation will be monitored?

This will be a work in progress!

How will you help your students

to focus and facilitate their

learning?

grab onto your learning objectives

41

Session 3…

How

to

Effectively

Implement

Learning

Objectives

The Final Session