Board Work
Hook up with a north-south partner from a team
different from your own.
 Share your yearly plan with the north-south
partner.
 What are the strengths of your yearly plan?
 What parts of your yearly plan need
revising?
OBJECTIVES
Outcome Based
“If you don’t know where you’re
going, you can’t get there.”
Standards

General statements of the learning
desired or needed in specific
subject areas
Standards - Examples



Language Arts: 1. Demonstrates
competence in the general skills and
strategies of the writing process.
History: 23. Understands the causes of
the Great Depression and how it affected
American society.
Music: 7. Understands the relationship
between music and history and culture.
Benchmarks
More defined statements of outcomes



Written as subheadings of each
standard
Interpret the standard for specific
developmental levels (grade bands)
Provide more specific guidance about
the meaning of the standard
Benchmarks



Understandings or abilities students
are expected to master while in
that grade band
Prerequisite knowledge for the next
grade band
May require multiple “encounters”
to ensure student mastery
Benchmarks - Examples

Language Arts


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Grades K-2: Dictates or writes stories or
essays, based on one’s own experience, with
a sequence of events that make sense
Grades 3-5: Seeks help from others to
improve writing
Grades 6-8: Uses direct feedback from peers
to revise content of a composition
Grades 9-12: Writes compositions that clearly
fulfill different purposes, including to
entertain and to stimulate emotion
Standard – Benchmark - Objective
Teach Your Partner


How are standards, benchmarks,
and objectives the same?
How are standards, benchmarks,
and objectives different?
Objectives
Why Use? Focus on intended learner outcomes.
Objective
Instructional
Intent
***
What will I teach?
Direction
of
Instruction
***
How will I teach it?
Guidelines
for
Evaluation
***
How will I know
students have learned?
Objectives
Focusing on Intended Learner Outcomes
Many ways of stating instructional objectives
Objectives

To demonstrate to students how to
set up laboratory equipment
Objectives




Identify the laboratory equipment used in
the demonstration
Describe the steps to be followed in
setting up the laboratory equipment
List the necessary precautions in handling
and setting up the lab equipment
Demonstrate skills in setting up their own
lab equipment
Objectives – A-B-C-D
Audience
 Behavior

“The student will . .”
identify the lab equipment
necessary for the demonstration
Conditions
 Degree

when shown a picture
100 % - According to textbook
Decisions about Objectives

Audience –


Specifies the learners for whom the
objective is intended
Behavior

Describes the capability of the learner
following instruction



Stated as a learner performance
Stated as observable behavior
Describes a real-world skill (versus test
performance)
Decisions About Objectives

Conditions

Describes the conditions under which
the performance is to be demonstrated


Equipment, tools, aids, or references the
learner may or may not use
Environment in which the learner has to
perform
Decisions About Objectives

Degree (criterion)

States, where applicable, the standard
for acceptable performance


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Time limit
Range of accuracy
Proportion of correct responses required
Qualitative standards
Application


Write an objective for your grade
level and a content area of your
choice. Include the ABCD parts.
Share with your East/West
partner and identify your ABCD
parts as you share the objective.
Aim – Goal - Objective
Aim - To live successfully
in a technology society
Goal: To communicate
effectively with people
Objective:
The learner will
demonstrate
active listening
twice when
role-playing
conflict resolution
Use writing process
“Shorthand for
objective”
Objectives
Why Use? Focus on intended learner outcomes.
Objective
Instructional
Intent
***
What will I teach?
Direction
of
Instruction
***
How will I teach it?
Guidelines
for
Evaluation
***
How will I know
students have learned?
Write the Right Objectives
Great teachers write the right
objectives, “technically OK” teachers
write objectives right.

Leaders do the right things –
managers do things right.


Objectives.ppt
Assignment - Objectives
Your assignment is to write 4 objectives for
each of the domains: affective, cognitive, and
psychomotor and to write 3 objectives for the
interpersonal domain—for a total of 15
objectives. For each objective indicate the
related domain.
In all objectives include parts A, B, C, & D, but
not necessarily in that order.