WRITING CLEAR OBJECTIVES
The question:
What’s all the fuss about putting objectives on the board?
The answer:
Students have an easier time learning when you tell them
exactly what it is that you want them to learn!
Objectives are the simplest, most concise measure of the learning planned for each
period. In the past, lessons were often activity driven. Teachers were expected to
provide a relevant, engaging activity and by simply doing the activity kids would learn
something. The shift now is toward establishing a clear learning outcome up front. This
has proven to be more effective in achieving the learning outcome and appears to be
more motivating for the student. By first communicating to the students WHAT they will
learn and HOW they are going to demonstrate success, the objective helps explain WHY
students are being asked to perform a certain activity.
As part of the current CWT (Classroom Walk Through) initiative, Granby is looking for
district-wide consistency in the posting of objectives and in how objectives are written.
CWT protocol asks if the teaching objective is evident, appropriate, student friendly, and
asks if the teacher is teaching to that objective.
A well-written objective explains the learning outcome that you expect to come from the
lesson. That learning outcome should come directly from either the state framework or
the local curriculum for that subject. A well-written objective has two parts Part 1. What do you want them to know? Be specific about the new skill or
knowledge that you want them to obtain. Avoid the word “learn” as that is a given.
Example:
Students will be able to identify the elements of nonfiction text …
Students will be able to compare themes across texts …
Students will be able to analyze how characters deal with diversity …
Students will be able to recognize values, ethics and beliefs in a text …
Students will be able to distinguish between the structures of fiction and
non-fiction …
Part 2. What do you want them to be able to do? The student’s ability to do this
should depend on having mastered the new information or skill that was taught
.
Example:
… by solving a problem
… by drawing and labeling a diagram
… by writing a paragraph
… by giving a talk to a particular audience
… by completing a chart
… by applying a rubric
Reminders
Every objective posted on the board needs to:
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Be kid friendly
Clearly identify the new learning/knowledge/skill to be gained
Contain an indication of what students will be expected to do to demonstrate what
they have learned
Match the learning taking place at that time
Be different for each lesson
Change throughout a series of lessons in terms of the new learning, narrow or
broaden the content, change the assessment tool, etc.
Does your objective communicate:
WHAT are students going to learn?
HOW will they prove they “got it”?
Sample objectives
Students will be able to:
1.
2.
3.
4.
5.
Compare the features of fiction and nonfiction by completing a Venn Diagram.
Examine the validity of sources of information by applying a validity rubric.
Justify inferences by citing specific support in the text.
Recognize text structures by correctly identifying the structure of sample texts.
Develop self selection skills for vocabulary instruction by correctly identifying
Tier II words in a written text.
6. Distinguish fact from opinion by highlighting all the facts in one color and all the
opinions in a different color in a written piece.
Bloom’s Taxonomy is Alive and Well!
Verbs for Stating Behavioral Objectives
Knowledge – Remembering previously learned materials.
Cite
Define
Identify
label
list
match
name
quote
recite
reproduce
pronounce
state
Comprehension – ability to grasp the meaning of material
Alter
Change
Convert
Depict
Describe
Interpret
discover
explain
give examples
give main idea
illustrate
paraphrase
manage
rephrase
represent
restate
reword
relate
substitute
summarize
translate
vary
Application – ability to use learned material in new and concrete situations.
Apply
Classify
Compute
Demonstrate
Direct
discover
employ
evidence
manifest
manage
predict
prepare
present
relate
show
solve
utilize
Bloom’s Taxonomy (Continued)
Analysis – ability to break down material into its component parts so that its
organizational structure may be understood.
Ascertain
Analyze
Associate
Conclude
Designate
diagnose
diagram
differentiate
discriminate
dissect
distinguish
divide
examine
find
infer
outline
point out
reduce
separate
determine
Synthesis – ability to put parts together to form a new whole.
Combine
Compile
Compose
Conceive
Create
Design
Develop
devise
expand
extend
generalize
integrate
invent
modify
originate
plan
pose
propose
project
rearrange
revise
rewrite
synthesize
theorize
write
Evaluation – ability to judge the value of material for a given purpose.
Appraise
Assess
Compare
conclude
contrast
criticize
critique
deduce
evaluate
judge
weigh