DESIGN FOR INSTRUCTION
Learning Goals
You are required to record your learning goals as part of designing your lesson for the
Level II teacher Work Sample. As you write your learning goals, keep these important
points in mind.
1. For your Level II teacher work sample, 1-3 learning goals is probably sufficient.
Your learning goals should reflect the major outcomes of your instruction. Too
many learning goals may cause you to lose focus on your main objectives.
2. Include learning goals at varying degrees of complexity and sophistication. For
example, in the cognitive domain (see below), you may have a goal at the
knowledge level, a goal at the application level, and a goal at the synthesis level.
While it is important for students to be successful, it is also important to challenge
them. It is not uncommon to combine more easily achievable learning goals with
other learning goals that are more challenging.
3. Focus on what students should do, not what teachers should do. Your learning
goals should NOT describe your teaching. They should describe what students
will be able to do after you have finished teaching.
4. AVOID CONFUSING ACTIVITIES WITH LEARNING GOALS.
Focus on what students will have learned by the end of the lesson, not on what
they do during the lesson. For example, a learning goal that states students will
complete a worksheet describes an activity— not a goal for learning (unless you
believe completing worksheets is an important life skill).
Here are two more examples:
Students will practice their handwriting skills – ACTIVITY
Students will know how to form the letter “A” correctly — LEARNING
GOAL
Students will discuss the causes of the Civil War – ACTIVITY
Students will understand and be able to recall the causes of the Civil
War— LEARNING GOAL
5. There are a variety of types of learning goals, which can be grouped into three
main categories: cognitive, psychomotor, and affective learning. Each of these
domains is described below.
I. The Cognitive Domain (Bloom’s Taxonomy)
(adapted from Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956)
1. Knowledge: Rote memorizing of information in a basically word-for-word
fashion.
Examples:
(a)
reciting definitions of terms
(b)
remembering lists of items
2. Comprehension: Translating information into one’s own words.
Examples:
(a)
rewording a definition
(b)
paraphrasing a rule
3. Application: Using information in a new situation.
Examples:
(a)
applying mathematical principles to the solution of word problems
(b)
applying psychological theories of learning to educational practice
4. Analysis: Breaking information down into its constituent parts.
Examples:
(a)
discovering the assumptions underlying a philosophical essay
(b)
identifying fallacies in a logical argument
5. Synthesis: Constructing something new by integrating several pieces of
information.
Examples:
(a)
developing a theory
(b)
presenting a logical defense of a particular viewpoint within a debate
6. Evaluation: Placing a value judgment on data.
Examples:
(a)
critiquing a theory
(b)
examining the internal and external validity of an experiment
II. The Psychomotor Domain
(adapted from Harrow, 1972)
1. Reflex movements: Responding to a stimulus involuntarily, without
conscious thought.
Examples:
(a)
ducking to avoid being hit by an oncoming object
(b)
shifting weight to help maintain one’s balance
2. Basic-fundamental movements: Making basic voluntary movements
directed toward a particular purpose.
Examples:
(a)
walking
(b)
holding a pencil
3. Perceptual abilities: Responding appropriately to information received
through the senses.
Examples:
(a)
following a moving object with one’s eyes
(b)
maintaining eye-hand coordination
4. Physical abilities: Developing general abilities in the areas of endurance,
strength, flexibility, and agility.
Examples:
(a)
running a long distance
(b)
exercising with weights
(c)
changing direction quickly
5. Skilled movements: Performing a complex action with some proficiency or
mastery.
Examples:
(a)
swimming
(b)
throwing a football
(c)
sawing a piece of wood
6. Nondiscursive communication: Communicating feelings and emotions
through bodily actions.
Examples:
(a)
doing pantomime
(b)
dancing to communicate the mood of a musical piece
III. The Affective Domain
(adapted from Krathwohl, Bloom, & Masia, 1964)
1. Receiving: Being aware of, or paying attention to, something
Examples:
(a)
recognizing that there may be two sides to story
(b)
knowing that there are differences among people of different cultural
backgrounds
2. Responding: Making an active and willing response to something.
Examples:
(a)
obeying playground rules
(b)
reading books for pleasure
3. Valuing: Consistently demonstrating interest in a particular activity so that
ongoing involvement or commitment in the activity is reflected.
Examples:
(a)
(b)
writing a letter to a newspaper regarding an issue one feels strongly
about
consistently eating a balanced diet
4. Organization: Integrating a new value into one’s existing set of values and
building a value system.
Examples:
(a)
forming judgments about the directions in which society should move
(b)
setting priorities for one’s life
5. Characterization by a value or value complex: Consistently behaving in
accordance with an organized value system and integrating that system
into a total philosophy of life.
Examples:
(a)
perceiving situations objectively, realistically, and with tolerance
(b)
relying increasingly on scientific methods to answer questions about
the world and society
From: Ormrod, J.E. (2003). Educational Psychology: Developing learners. (4th and 5th
eds.). Upper Saddle River, NJ: Merrill Prentice Hall.