Standards guide content and language development goals and objectives.
Many lesson designs are based on a state standard, but not all lessons have to have a standard.
But if a standard is used, the objective and the assessments are aligned with that standard.
Access CA Content, Common Core and English Language Development Standards
at the California State Board of Education Website.
Many lesson designs are based on a state standard, but not all lessons have to have a standard.
But if a standard is used, the objective and the assessments are aligned with that standard.
Access CA Content, Common Core and English Language Development Standards
at the California State Board of Education Website.
Read about Common Core
1. Common Core State Standards Website
2. Realizing Opportunities for English Learners in the Common Core English Language Arts & Disciplinary Literacy Standards, Stanford University
3. What New Standards Mean for Students with Disabilities, Special Edge Volume 27 Issue 2, Winter-Spring 2014
4. What is Wrong with the Common Core, Rethinking Schools Volume 28, Issue Winter 2013/2014
1. Common Core State Standards Website
2. Realizing Opportunities for English Learners in the Common Core English Language Arts & Disciplinary Literacy Standards, Stanford University
3. What New Standards Mean for Students with Disabilities, Special Edge Volume 27 Issue 2, Winter-Spring 2014
4. What is Wrong with the Common Core, Rethinking Schools Volume 28, Issue Winter 2013/2014
Grant Wiggins and Jay McTighe (2005) lay out a process to help educators develop a lesson based on a standard, called unpacking the standards.
See how their Unpacking the Standards Graphic Organizer
models how a standard can be the basis for the:
Big Ideas - Enduring Understandings
Essential Questions
Objective (Performance Task)
See how their Unpacking the Standards Graphic Organizer
models how a standard can be the basis for the:
Big Ideas - Enduring Understandings
Essential Questions
Objective (Performance Task)
unpacking_standards_by_wiggins__mctighe.pdf | |
File Size: | 85 kb |
File Type: |
An objective is what the students will be able to (swbat) do that can be observed and measured.
An objective is aligned with the rationale, standards (content & ELD), assessment, differentiation, instructional strategies, and student activities.
Objective Rubric deconstructs the key components of a thorough well-written objective. Use the Objective Writing Template for Assistance.
Note the California Teacher Performance Assessment refers to an Objective as a Learning Goal.
Some objectives merely describe the verb, but a well-written objective is detailed, with a condition, verb & criteria:
An objective is aligned with the rationale, standards (content & ELD), assessment, differentiation, instructional strategies, and student activities.
Objective Rubric deconstructs the key components of a thorough well-written objective. Use the Objective Writing Template for Assistance.
Note the California Teacher Performance Assessment refers to an Objective as a Learning Goal.
Some objectives merely describe the verb, but a well-written objective is detailed, with a condition, verb & criteria:
CONDITION
- what the teacher does to set the students up for success - instruction provided by the teacher |
VERB
- what the students will be able to do that is observable and measurable - student performance that teacher uses to check for student understanding |
CRITERIA
- how the student's performance will be assessed - goal for the student's performance |
Sample Objectives Color Coded to Represent the 3 Parts: CONDITION, VERB & CRITERIA
1. After reviewing the 3 parts of an objective, candidates will be able to write an objective that includes a condition, verb and criteria.
2. After the teacher models how to write a 17 syllable Haiku, students will be able to write a Haiku that includes a 5 syllables on the first line, 7 syllables on the second line and 5 syllables on the third line.
3. After reviewing the FOIL process, students will be able to multiply two binomials showing their work with the correct steps 75% of the time.
4. After completing a timeline of World War II, students will be able to write an essay identifying the key events that lead to war.
5. After playing the Atomic Dating Game, students will be able to combine ions to form compounds.
6. After watching a video on photosynthesis, students will be able to complete a flow chart to explain the function of chloroplast.
7. After reviewing the steps for an underhand throw, students will be able to video tape their throw and self-assess what they did correctly and what they still need to work on.
8. After completing a graphic organizer on how to conjugate irregular verbs, students will be able to speak in Spanish with a partner with the verbs conjugated correctly 80% of the time.
9. After completing a Venn Diagram to compare _______ & _______ , students will be able to teach their partner the differences and similarities between _______ & _______.
1. After reviewing the 3 parts of an objective, candidates will be able to write an objective that includes a condition, verb and criteria.
2. After the teacher models how to write a 17 syllable Haiku, students will be able to write a Haiku that includes a 5 syllables on the first line, 7 syllables on the second line and 5 syllables on the third line.
3. After reviewing the FOIL process, students will be able to multiply two binomials showing their work with the correct steps 75% of the time.
4. After completing a timeline of World War II, students will be able to write an essay identifying the key events that lead to war.
5. After playing the Atomic Dating Game, students will be able to combine ions to form compounds.
6. After watching a video on photosynthesis, students will be able to complete a flow chart to explain the function of chloroplast.
7. After reviewing the steps for an underhand throw, students will be able to video tape their throw and self-assess what they did correctly and what they still need to work on.
8. After completing a graphic organizer on how to conjugate irregular verbs, students will be able to speak in Spanish with a partner with the verbs conjugated correctly 80% of the time.
9. After completing a Venn Diagram to compare _______ & _______ , students will be able to teach their partner the differences and similarities between _______ & _______.
Objectives must be observed and measured.
So it is recommended to avoid words that are difficult or impossible to observe and measure:
Appreciate Believe Comprehend
Enjoy Familiarize Grasp (unless psychomotor definition)
Indicate Know Learn
Like Realize Understand
Unless you are using these words with an action word that is observable and measurable.
Adapted from: Roberts, P. & Kellough, R. (2004). A Guide for Developing an Interdisciplinary Thematic Unit 3rd Edition. Upper Saddle River, New Jersey: Prentice, p. 71.
So it is recommended to avoid words that are difficult or impossible to observe and measure:
Appreciate Believe Comprehend
Enjoy Familiarize Grasp (unless psychomotor definition)
Indicate Know Learn
Like Realize Understand
Unless you are using these words with an action word that is observable and measurable.
Adapted from: Roberts, P. & Kellough, R. (2004). A Guide for Developing an Interdisciplinary Thematic Unit 3rd Edition. Upper Saddle River, New Jersey: Prentice, p. 71.
Each objective can be categorized into OBJECTIVE DOMAINS:
COGNITIVE: intellectual or knowledge based domain consisting of 6 levels, associated with THINK
COGNITIVE: intellectual or knowledge based domain consisting of 6 levels, associated with THINK
blooms_cognitive_objective_chart.doc | |
File Size: | 56 kb |
File Type: | doc |
AFFECTIVE: emotional or attitudinal based domain consisting of 5 domains, associated with FEEL
blooms_affective_objective_chart.doc | |
File Size: | 38 kb |
File Type: | doc |
PSYCHOMOTOR: physical or skills based domain consisting of 6 levels, associated with MOVEMENT
|
|
For English Learners, educators also need to address the domain:
LANGUAGE DEVELOPMENT: Listening, Speaking, Reading & Writing - communication skills based domain.
BLOOM'S TAXONOMY
LANGUAGE DEVELOPMENT: Listening, Speaking, Reading & Writing - communication skills based domain.
BLOOM'S TAXONOMY
Each domain can be organized by thinking order complexity using Benjamin Bloom's Taxonomy (1956).
In 1991, the taxonomy was revised by one of Bloom's students, Lorin Anderson.
Read the article:
Bloom's Taxonomy: The 21st Century Version
The revised taxonomy focuses more on creation, knowledge construction as the most complete thinking order. In today's world much of this creation is done with digital tools using Social Media.
We must remember a concept before we can understand it.
We must understand a concept before we can apply it.
We must be able to apply a concept before we analyze it.
We must have analyzed a concept before we can evaluate it.
We must have remembered, understood, applied, analyzed, and evaluated a concept before we can create.
We must understand a concept before we can apply it.
We must be able to apply a concept before we analyze it.
We must have analyzed a concept before we can evaluate it.
We must have remembered, understood, applied, analyzed, and evaluated a concept before we can create.
revisedbloomshandout-1.pdf | |
File Size: | 1881 kb |
File Type: |