WELCOME

Write your name on one side of the blank piece of paper. On the other half, draw a visual representation of a learning objective.

Setting Instructional Outcomes and Writing a Five Part ObjectiveWestside Community Schools New Certified Staff Program.

Reference

Objective!

1. Formulating a five part objective 2. Comprehension 3. List and explain the five parts of a

complete objective. 4. Computer / paper pencil / < 10

minutes 5. 5/5 Correct

What is an instructional objective?

…”goal setting is the process of establishing a direction for learning.” Marzano. 2001

“Setting objectives is the process of establishing a direction to guide learning.” Pintrich & Schunk. 2002

“Establishing instructional outcomes entails identifying exactly what students will be expected to learn.” Danielson.2009

Practice: Establish a baseline

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Write an instructional objective for a lesson you will teach in the next week.

Why writing effective instructional objectives is important.

Common Language

Clear Vision of Student Learning

Student Achievement

Determine Sequence in Which Teachers Will Navigate Student Learning

Connections for Students and Learning

• the content to be learned • the level of student thinking

expected

• the student behavior that will demonstrate learning has occurred

• the conditions the teacher sets for assessing the behavior

• the performance level expected on the assessment of the behavior

Formulating An Instructional Objective

• content (Indicators) • level of student thinking

(Blooms Taxonomy)• student behavior (What will the

students do) • the conditions (Materials,Time,

Resources) • performance level (successful, 9/10)

Formulating An Instructional Objective

When writing an instructional objective, use a list format vs a sentence or paragraph.

Write your objective using the five part objective format

The Learning 1. Indicator 2. Blooms Taxonomy

Assessment 3. How/What the student will demonstrate learning 4. Materials, Time,

Resources 5. Performance Level

1. What will students learn?

Choose an

IndicatorPhoto Edit in toBlack & White By:!River Sun (SOUL Lovely Black and White).!

“Subject area” content comes from district outcomes, especially the grade level indicators for a course or curriculum.

Teachers are responsible for making sure that ALL students receive the same “need to know” subject area and performance content.

“Performance” content means that teachers must also teach

thinking skills

performance skills, or

product skills

How will you decide what content students absolutely “need to know” and what content is “nice to know” and remember that “nice to know” is only for enrichment?

How will students learn how to analyze? compare? contrast? evaluate?

How will students learn how to make an iMovie? a spreadsheet? a PowerPoint?

How will students learn how to assemble and write a research paper? a lab report?

2. Where should students level of thinking be with the content?

Blooms Taxonomy

www.123rf.com

Application means!“use without cues,

clues, hints or suggestions” from

the teacher

Analysis means!“break apart”!

or !“combine”!

or!“see relationships”

Evaluation !means !

“judge” !AND!

“defend”

Synthesis!means!“create

something !original”

Comprehension(Understanding) means

“translate” (put in own words or pictures) “interpret”(give examples or explanations) “extrapolate”(extend patterns or draw

conclusions)

!!!

Knowledge means

“remember or recall information”

exactly as learned

Knowledge Comprehension (Understanding)

Application Analysis Evaluation Synthesis

Use Bloom’s Taxonomy to identify the level of thinking expected of students during the learning process.

How do you know where your students should end up thinking about an idea or concept?

Students must be capable of working with content at the knowledge and comprehension levels of Bloom’s Taxonomy before they can use any of the remaining four levels to think about it. There is no “order” to the top four levels of thinking. Students do not have to use ALL the levels of Bloom’s in order to learn content well.

Application Analysis Evaluation Synthesis

Knowledge Comprehension (Understanding)

Recall the levels of Bloom’s Taxonomy. !

Setting Instructional Outcomes - Charlotte Danielson Element Reflection 1.C - Value, Sequence, and Alignment - When establishing

instructional outcomes, teachers should make sure that they represent important learning and are organized in a sequence that respects the structure of the discipline.

1. Describe how the learning in a five point objective represent important, rather than trivial, learning.

2. How do five part objectives relate to your state’s or district’s curriculum standards? How do they help students acquire the knowledge and skill they need?

What are the first two question you need to ask and answer in formulating an objective?

1. What specific content will students learn?

2. Where should students’ thinking level be with the content?

These two parts make up the …..LEARNING!

3. Student Behavior

What students need to do to show that they have learned the content at the determined thinking level.

Student behavior MUST BE OBSERVABLE. Teachers cannot assess what they cannot SEE or HEAR.

The student behavior MUST OCCUR DURING THE LESSON. Homework is not a viable student behavior for an instructional objective.

The student behavior MUST BE something ALL students complete AND something the teacher can monitor for ALL students.

Student behavior can be a “formative” assessment--an assessment for learning that is usually not graded. It can be a “summative” assessment--an assessment of learning that usually is graded. It should ALWAYS serve as a “diagnostic” assessment that tells both teachers and students how well the learning is going.

Student Behavior for your Content or Grade LevelType some Student Behaviors that you have had students demonstrate during this school year.

On a scale of 1-4 with 1 being “poor” and 4 being “excellent,” judge each student behavior. Ask yourself (1) Is it observable? (2) Does it occur in the lesson? (3) Do all students complete it and can the teacher monitor it? and (4) Will it diagnose learning? Each “NO” answer lowers the rating by 1. Be prepared to defend your rating.

1. by giving a “thumbs up” if you think it is a problem that can be solved using the Pythagorean Theorem thumbs down if not

4. by playing (or singing) measure 14 correctly

5. by locating the following five geographic areas of Russia on the map or globe

7. by writing (typing) a paragraph that summarizes the stages of mitosis

3. by reading the last section of Chapter 8 on the Civil War and deciding whether the war solved problems or created them

2. by discussing the prompt, Macbeth “Mad” or “Bad?” with your group of four

1!Poor

4!Excellent

how to rotate positions on a volleyball court

Parts of An Instructional Objective MUST BE Congruent. . .

“Congruent” means “matched.” Content, level of thinking, and student behavior must match perfectly. In each example that follows, identify the missing element that makes the learning and the assessment in the objective congruent.

by drawing an illustration of rotations and explaining the illustration to a partner.

the reproductive system of plants

knowledge

evaluate

by explaining whether or not the United States was justified in dropping the atomic bomb on Hiroshima and defending your answer with facts or statistics related to the bombing.

Setting Instructional Outcomes- CD Element Reflection 1.C - Clarity - The

outcome is not that the students will “complete page 38 and answer the questions” but what they will learn as a consequence of answering the questions on page 38. Confusion on this pont leads to muddled instructional

planning through Domain 1.

1. How can you ensure that your objectives represent student learning rather than activities?

2. To what extent are your student behaviors expressed in a manner that permits you to assess them?

4. Conditions

What resources, time, and materials are required for an accurate student assessment.

Teachers decide how much time students will have, which materials they will use, and which resources--people or things--will support the demonstration of learning stated in the student behavior.

TIME!How much time in class is given for each question or activity being assessed in the student behavior?

MATERIALS!What materials can students use for the task being assessed in the behavior? Books? Notes? Handouts? Reference books?

RESOURCES!Will the teacher or other students support the assessment, or is this an independent task? Can students use calculators, computers, or other learning aids?

Teachers decide how they will support learning for ALL students by:!

tailoring materials to student abilities and needs.!tailoring time to student abilities and needs.!tailoring resources to student abilities and

needs.

Remember a basic premise of standards based education: !

ALL STUDENTS CAN LEARN, JUST NOT ON THE SAME DAY OR IN THE SAME WAY.

Conditions and Differentiation

5. Performance Level

How well must students perform on the student behavior/assessment.

Well-formulated objectives must be measurable!

The Performance Level of an objective sets the performance expectation on the assessment of the student behavior for the majority of students in the classroom.

FORMATIVE? SUMMATIVE? !YOU DECIDE!

You can measure: •Correctness (a number of right answers, a specified percentage, a score on a rubric, etc.) •Completeness (completing all problems, showing all work, etc.) •Participation (number or kind of comments, skills demonstrated, etc.)

Designing Student Assessments- Charlotte Danielson Element Reflection 1.F -

Congruence with Instructional Outcomes - Different types of instructional outcomes require different types of assessments.

True/false or multiple-choice questions are multiple-choice questions are suitable for factual knowledge, whereas longer, constructed-response questions are needed for conceptual

understanding and reasoning skills. And for such outcomes as collaboration skils, only teacher conservation will suffice.

1. How can you ensure that your assessment methodologies are suitable for your objective?

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2. To what extent must you modify your approaches to assessment to accommodate individual students?

Designing Student Assessments- Charlotte Danielson Element Reflection 1.F -

Criteria and Standards - Students should never be assess against criteria of which they are ignorant. Teachers

should clearly write and convey the criteria, such as the essential elements of a satisfactory piece of student writing and the accompanying scoring guide or rubric, to students during instruction. If possible, students should themselves

contribute to the articulation of assessment criteria.

1. What challenges do you encounter in formulating clear criteria and standards for your objective?

2. What strategies do you use to elicit student participation in defining assessment criteria and standards?

Designing Student Assessments- Charlotte Danielson Element Reflection 1.F -

Use for Planning - The principal purpose of student assessment, both formmal and informal, is to inform

both student and teacher planning for future learning. Well-designed assessments enable such landing to

be highly focused and specific to the needs of individuals and groups of students.

1. To what degree is the assessment information you have sufficient to enable you to plan for groups of students and individuals? How could you supplement the information?

2. How does your students’ language proficiency present challenges in your using assessment information for planning?

What are the first two question you need to ask and answer in formulating an objective?

1. What specific content will students learn?

2. Where should students’ thinking level be with the content?

These two parts make up the …..LEARNING!

What are the last three parts to answer in formulating an objective?

3. Student Behavior - what will the students do 4. Conditions - Time, Materials, Resources 5. Student Performance - Correction, completeness, or participation.

These three parts make up the …..Assessment

Instructional Objective

Revise your objective from the

start of today’s session.

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Why writing effective instructional objectives is important.

Common Language

Clear Vision of Student Learning

Student Achievement

Determine Sequence in Which Teachers Will Navigate Student Learning

Connections for Students and Learning

Closure for Formulating Objectives

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1. List the five parts of a complete objective.

2. Explain each of the five parts. 3. List two ways you will share the

instructional objectives with your students in the next week.

Instructional Objective

Thank you! !

Final questions?