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Writing Instructional Objectives. Promoting Student Learning by Requiring Thinking that Emphasizes D epth over Breadth. Begin with the end in mind…………….
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Writing Instructional Objectives Promoting Student Learning by Requiring Thinking that Emphasizes Depth over Breadth
Begin with the end in mind……………. • An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes the intended result of instruction, rather than the process of instruction itself. • Differentiate the description from the course objectives.
Why they are important………………… • Provide basis and guidance for the selection of instructional content and procedures. • Help in evaluating the success of the instruction. • Help the student to organize her/his efforts to accomplish the intent of the instruction.
3 Rules to Writing a Good Objective • Rule #1: Communicate your intent well and leave little room for interpretation. There are words that are often used that are open to many interpretations, and there are words that we can use that leave less to the imagination.
Rule #2…………………………. • There are three characteristics that help communicate intent when writing an objective: Performance, Conditions, and Criterion. Performance: An objective always states what learner is expected to be able to DO. Conditions: An objective often describes the condition under which a student is able to DO or perform the task. Criterion: If possible, an objective clarifies how well the student must perform the task, in order for the performance to be acceptable. …Other ways to think about writing instructional objectives include the following: 1. Who 2. Will do 3. How much/well 4. Of what
ABCDs of Writing Objectives • A – Audience: The who. “The student will be able to….” • B – Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or product should be observable. • C – Condition: The important conditions under which the performance is to occur. • D – Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.
Objective….Thinking….Evidence…. The instructional objective of the lesson was to categorize quadrilaterals according to their properties. This objective required students to think about the lengths of diagonals and sides and the measure of the angles and draw conclusions about what makes each quadrilateral distinct. One member of each pair measured the length of the diagonals while the other member watched. All students copied the properties from the board. No student drew their own conclusions about which properties distinguished the square from the rectangle. No students explained their thinking about the properties of the quadrilaterals.
Examples shared by Model Teachers • SWBAT evaluate the Supreme Court decision in Schenck vs. United States by analyzing multiple primary and secondary sources in order to make a claim about the decision. • SWBAT compare the effect of organisms’ adaptations by participating in the beaks of finches lab and answering analysis questions. • SWBAT explain that uncontrolled cell division results in cancer by analyzing a computer simulation about cancerous cells and answering questions about the relationship between mitosis and cancer.
