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Writing Objectives

Writing Objectives . How to write objectives that make Dr. Grymes happy. Why objectives?. Map to where you want your students to go… X marks the intended outcome for instruction. Objectives based on OUTCOME. -- not the ACTIVITY you think will be fun. Objectives.

michael-warren
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Writing Objectives

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  1. Writing Objectives How to write objectives that make Dr. Grymes happy

  2. Why objectives? Map to where you want your students to go… X marks the intended outcome for instruction

  3. Objectives based on OUTCOME -- not the ACTIVITY you think will be fun.

  4. Objectives • Tell us what we want our students to know and be able to do • Are statements about STUDENT BEHAVIOR not teacher behavior (do not include instruction!) • Are statements of behavior we can assess/evaluate

  5. Guiding Questions • What is the overall goal • Benchmark • Student learning expectation • Other

  6. Guiding Questions • What specific behavior do you expect of students? • What should students be able to do at the end of instruction?

  7. Guiding Questions • What conditions are necessary for students to do the behavior (not instruction!)? • What must teacher/environment provide to even attempt?

  8. Guiding Questions • What level of performance do you expect?

  9. “The Goals Objective” • 5 statements • Based on the Curriculum Frameworks (except for affective) • When well-written, tell us how to assess and evaluate students

  10. “Goals Objective” Statements • Student statement • Goal Statement • Condition Statement • Behavior Statement • Evaluation Statement

  11. TCC1.3 4th Grade TSW interpret data from timelines, so that, given a timeline of a specific community’s history, tsw will identify the date for at least 3 of the following: when the community was settled, when it was incorporated, when its population peaked, and when the first local government building was originally constructed.

  12. Student Statement • Silent – not identified – because teacher knows this writing the objective • Should consider what is known about the particular students • TSW will

  13. Goal Statement • Comes from the Benchmark or SLE • BROAD statement of outcome – does NOT have to be “observable” • The student will interpret data from timelines

  14. Condition Statement • What must the teacher provide for the student to do the behavior • Does NOT include instruction • Given a timeline of a specific community’s history

  15. Behavior Statement • What the student will do • ONE behavior per objective • Observable or leads to an observable product • The student will identify the date

  16. Evaluation Statement • What is an acceptable level of performance for the students • How good should they be • Be realistic • for at least 3 of the following: when the community was settled, when it was incorporated, when its population peaked, and when the first local government building was originally constructed.

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