Brent Wilson / Chris Moon!
G OALS & O BJECTIVES “If you’re not sure where you’re going, you’re liable to end up someplace else” – Robert Mager, 1997
In educa5on, crea5ng goals and objec*ves helps teachers determine what they want students to achieve by the end of the year, month, lesson, etc... Having goals/objec5ves helps us assess students learning and ensure they learn the knowledge necessary for them to be proficient in a designated subject.
Goal VS. Objec*ve Goal -‐ Successfully progressing towards an end result by following a series of objec5ves.
E.g. For JTEs and ALTs to beAer communicate their educaBonal goals and objecBves.
Objec*ve -‐ A measurable movement towards a goal. E.g By the end of this session, JTEs and ALTs will be able to effecBvely uBlize the provided materials to create and discuss their lesson objecBves with their co-‐teachers.
Why use Objec*ves? ∇ Objec5ves explicitly show JTEs, ALTs, and students what they will be learning within a defined 5meframe. ∇ Students are most confident when they know what’s expected of them. ∇ Objec5ves allow any teacher to design lesson plans focused on advancing their class’s educa5onal goal(s). ∇ Clearly wriSen objec5ves allow teachers to easily assess if their lesson was successful and met their own educa5onal goal(s). ∇ Can aid teachers and students in iden5fying strengths and weaknesses and help them to plan the best path forward.
The ABCD’s of Objec*ves Example:
By the end of this session, JTEs and ALTs will be able to write effecBve instrucBonal objecBves using all four elements of the instruc5onal objec5ve model.
Element
Answers the ques*on
From sample sentence
Audience (A)
Who will be doing this behavior?
JTEs and ALTs
-‐ Knowing who your learners are and their abili5es/limita5ons will greatly affect how a lesson should be presented. Behavior (B)
What should the learner be able to do?
will be able to write effecBve instrucBonal objecBves
-‐ Objec5ves must always include the phrase “...will be able to...” -‐ “Behavior” dictates what you want students to be able to do with the knowledge they have learned. -‐ A[er receiving instruc5on, students should be able to demonstrate their understanding by ac5vely applying their newly learned knowledge. Condi5on (C)
Under what condi5ons do you want the learner to be able to do it?
By the end of this session
-‐ “Condi5ons” specify the 5meframe and the materials/resources students can use to accomplish an objec5ve. -‐ Clearly sta5ng the constraints of the objec5ve will help teachers understand your expecta5ons of the students -‐ Examples: Within 20 minutes / using a vocabulary list / with a partner / when asked a ques5on Degree (D)
How well the behaviour must be done? What is the degree of mastery?
using all four elements of the instruc5onal objec5ve model.
-‐ “Degree” specifies the minimum level a learner must reach to have successfully accomplished an objec5ve. -‐ Defining the “degree” allows teachers to easily assess their students’ learning and quality of their own teaching. -‐ Examples: Correctly answer 80%+ / having fewer than 3 spelling mistakes / with intelligible pronuncia5on
Wri*ng Objec*ves Use MEASURABLE VERBS (examples below) to ensure your objec5ves can be accurately assessed a[er a lesson. Knowledge Recall of informa5on
arrange define duplicate label list match memorize relate recall repeat reproduce
Comprehension
Applica*on
Analysis
Synthesis
Students’ interpret Using knowledge or Break knowledge into Bring together parts of informa5on in their own generaliza5ons in a new parts and show knowledge to form a words situa5on rela5onships among the whole and build parts rela5onships for new situa5ons
classify describe discuss explain iden5fy indicate locate recognize report restate review translate
apply choose demonstrate drama5ze employ illustrate interpret operate prepare prac5ce schedule solve
analyse appraise calculate categorise compare contrast cri5cize diagram differen5ate examine dis5nguish inventory
WRITING TIPS: 1. Start with “Students will be able to...” 2. Use the measurable verbs above to define the Behavior (B). 3. Determine the Condi5ons (C) under which students must perform. 4. Think of how well students must perform and how you will assess their performance.
arrange assemble collect compose construct create formulate manage organize plan prepare propose
Evalua*on Make judgement on basis of given criteria
appraise argue assess aSack choose compare defend evaluate score select support value
Good instruc*onal objec*ves are concise and observable.
Think of an upcoming lesson you will teach. Try to answer every ques5on to create the most precise objec5ve possible. Audience (A)
Who will be doing this behavior?
Behavior (B)
What should the learner be able to do?
Condi5on (C) Degree (D)
Under what condi5ons do you want the learner to be able to do it? How well the behaviour must be done? What is the degree of mastery?
Assessment Combine the ABCD elements you answered above to create an instruc5onal objec5ve for an upcoming lesson. Share it with your co-‐teacher. Assess how well they understood your objec5ve by asking them to help you plan the lesson.
Your Objec5ve:
__________________________________________________________________________ __________________________________________________________________________
Objec*ve Wri*ng Websites Prac5ce Wri5ng Instruc5onal Objec5ves
hSp://edtech2.tennessee.edu/projects/bobannon/ wri5ng_objec5ves.html / (Short URL: hSp://goo.gl/mmWXD5 )
Mager’s Tips on Instruc5onal Objec5ves
hSp://www2.gsu.edu/~mstmbs/CrsTools/ Magerobj.html#Condi5on / (Short URL: hSp://goo.gl/AcUVhb )
Blooms Taxonomy and Wri5ng Instruc5onal Objec5ves
hSp://www.csus.edu/indiv/j/jelinekd/EDTE%20116/116%2009-‐10/ Wri5ng%20learning%20objec5ves.pdf / (Short URL: hSp://goo.gl/I3jgqI )
