Objectives

1. Objectives EDUC 3100

2. What is an Objective? • A statement of what we want students to know, do, and feel. • A teacher must be able to ASSESS the objective in some way. Synonyms: Intended Learning Outcome, Achievement Target, Standard, Indicator

3. Bloom’s Taxonomy In 1956, Benjamin Bloom headed a group of educational psychologists.  Together,  they developed a classification of levels of thinking  behaviors thought to be important in the processes of learning.

4. Bloom and co. actually identified three domains of educational activities. • Cognitive: mental skills (Knowledge) • Affective: growth in feelings or emotional areas (Attitude) • Psychomotor: manual or physical skills (Skills) • Best known is the Cognitive taxonomy as follows

5. Knowledge • observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter Knowledge

6. Comprehension • understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences Comprehension Knowledge

7. Application • use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge Application Comprehension Knowledge

8. Analysis • seeing patterns • organization of parts • recognition of hidden meanings • identification of components Analysis Application Comprehension Knowledge

9. Synthesis • use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions Synthesis Analysis Application Comprehension Knowledge

10. Evaluation • compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity Evaluation Synthesis Analysis Application Comprehension Knowledge

11. Bloom’s Mnemonic • Karen • Can • Add • And • Subtract • Easily Evaluation Synthesis Analysis Application Comprehension Knowledge

12. Bloom’s Taxonomy - Revised Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

13. Change in Terms • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were more accurate. • The subcategories of the six major categories were also replaced by verbs • Some subcategories were reorganized. • The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)

14. Create a mnemonic for the revised Bloom’s Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering

15. Affective DomainAttitudes • Receiving: • Awareness, willingness to hear, selected attention. • Responding • Active participation on the part of the learners. Attends and reacts to a particular phenomenon.  Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). • Valuing • The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner ín overt behavior and are often identifiable.

16. Affective Domain (cont.)Attitudes • Organization • Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values.  • Internalizing values (characterization) • Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

17. Psychomotor DomainSkills • Perception • The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation. • Set • Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets). • Guided Response • The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

18. Mechanism • This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.  • Complex Overt Response • The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. 

19. Adaptation • Skills are well developed and the individual can modify movement patterns to fit special requirements • Origination • Creating new movement patterns to fit a particular situation or specific problem.  Learning outcomes emphasize creativity based upon highly developed skills.

20. Webb’s Depth of KnowledgeDOK 1: Recall and Reproduction Recall or recognition of a fact, information (definitions, terms, dates, etc.), concept, or procedure • Identify who, when, what where, and why • Recall facts, terms, concepts, trends, generalizations and theories • Use a variety of tools • Recognize or identify specific information • Identify specific information • Define • Describe (recall, recite or reproduce information) • Identify purposes

21. DOK 2: Application of Skills and Concepts Use of information, conceptual knowledge, following or selecting appropriate procedures, two or more steps with decision points along the way, routine problems, organizing/displaying data • Describe or explain how or why • Give an example • Describe and explain issues and problems, purposes, patterns, sources, reasons, points of view or processes • Compare • Classify, sort items into meaningful categories • Convert information from one form to another

22. DOK 3: Strategic Thinking Requires reasoning, developing a plan or sequence of steps to approach a problem; requires some decision making and justification; abstract and complex; often having more than one possible answer  • Use concepts to solve problems • Use evidence to justify • Propose and evaluate solutions to problems • Recognize and explain misconceptions • Cite evidence and develop a logical argument for concepts • Reason and draw conclusions • Disseminate among plausible answers • Analyze similarities and differences in issues and problems • Apply concepts to new situations • Make connections across time and place to explain a concept or big idea • Recognize and explain patterns • Make and support decisions • Evaluate effectiveness and impact

23. DOK 4: Extended Thinking An investigation or application to real work; requires time to research, think, and process multiple conditions of the problem or task non-routine manipulations, across disciplines/content areas/multiple sources • Connect ideas and concepts within the content area or among content areas • Examine and explain alternative perspectives across a variety of sources • Describe and illustrate how common themes and concepts are found across time and place • Make predictions with evidence as support • Develop a logical argument • Plan and develop solutions to problems • Analyze and synthesize information from multiple sources • Complex reasoning with planning, investigating or developing a product • Apply and adapt information to real-world situations • Participation in simulations and activities requiring higher-level thinking

24. Cognitive Demand • Cognitive demand relates to how much thinking is called for by the students for a specific task. For example, routine memorization involves low cognitive demand, no matter how advanced the content. Applying, analyzing, and evaluating concepts involves high cognitive demand, even for basic content. Both types of cognitive demand are associated with student performance and are necessary in the classroom.

25. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Solve geometric proofs using the appropriate theorems. APPLICATION High cognitive demand

26. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Explain the “melting pot” philosophy. COMPREHENSION Low cognitive demand

27. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Compare and contrast enrichment versus acceleration in terms of readiness, academic benefits, and social and emotional adjustment for precocious youth. ANALYZE High cognitive demand

28. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Create a poem using metaphors SYNTHESIS High cognitive demand

29. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Define the associative property of addition KNOWLEDGE Low cognitive demand

30. Identify the level of Bloom's Taxonomy and the cognitive demand of the following objectives. • Justify the selection of materials for an insulated box. EVALUATE High cognitive demand

31. So What Do We Use This For? • To write objectives • To help us match objectives to assessment methods and instructional tasks

32. You Try! • Identify the level of cognitive demand of the given objectives from the state core and put them on the appropriate shape. • Then put each objective on the correct level of Bloom’s taxonomy on the board.

33. Homework • Bring the state core to class on Monday for the topic you want to use for your TWS • Remember your Contextual Factors paper is due Monday • Identify at least three contextual factors that influence student learning – positive or negative. Use one student, one classroom, and one schoolwide or community factor. Then provide suggestions for how you will respond to the factor. Typed, 1-2 pages, double spaced

34. Review Activity: Bloom’s Taxonomy • Select three indicators from the state core • Determine the cognitive demand of the indicators and write them on the appropriate shape. • Place the indicators on the correct section of Bloom’s taxonomy on the board.

35. Backwards Design 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action LESSONS

37. Why “backward”? • The stages are logical but they go against habits • We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students • By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

38. Unpacking the Standards What are the objectives from the core?

39. STOP AND WORK • Get out your core curriculum and find the Standards, Objectives, and Indicators that you want to teach for your TWS. • Write them on your green rounded rectangle (lower half) • Ex: Standard 2, Objective 3, b. Describe how weather and forecasts affect people's lives. c. Predict weather and justify prediction with observable evidence.

40. “Big Ideas” are typically revealed via – • Core concepts • Focusing themes • On-going debates/issues • Insightful perspectives • Organizing theory • Overarching principle • Underlying assumption

41. Big Ideas: Examples • Words are power. • Reading is more than just the words on a page. • Relationships between quantities can be represented by graphs, tables, and equations. • Healthy nutrition practices influence all aspects of our lives. • All life is interrelated as evidenced by the differences and similarities among species.

42. More Big Idea Examples • Great artists often break with conventions to better express what they see and feel. • Price is a function of supply and demand. • Friendships can be deepened or undone by hard times • History is the story told by the “winners” • F = ma (weight is not mass) • Math models simplify physical relations – and even sometimes distort relations – to deepen our understanding of them • The storyteller rarely tells the meaning of the story

43. You’ve got to go below the surface...

44. to uncover the really ‘big ideas.’

45. Unpacking the Standards What are the “big ideas” that flow from the objective or that the objective is based on? What are the objectives from the core?

46. Predictions about the weather influence people’s lives. • Standard 2, Objective 3, • b. Describe how weather and forecasts affect people's lives. • c. Predict weather and justify prediction with observable evidence.

47. Unpacking the Standards What are the “big ideas” that flow from the objective or that the objective is based on? What is the overall unit objective? What are the standards, objectives, and indicators from the core?

48. Predictions about the weather influence people’s lives. Understand that the elements of weather can be observed, measured, and recorded to make predictions. • Standard 2, Objective 3, • Identify and use the tools of a meteorologist (e.g., measure rainfall using rain gauge, measure air pressure using barometer, measure temperature using a thermometer). • Describe how weather and forecasts affect people's lives. • Predict weather and justify prediction with observable evidence.

49. STOP AND WORK • What “Big Idea” are the listed standards, objectives, and indicators based on? • Write your “Big Idea” for your TWS on the top half of your rounded rectangle. Talk with your group about it. • Write your overall unit objective.

50. Knowledge, Skills, and Dispositions • What knowledge, skills, and dispositions follow from the “Big Ideas” and the specific indicators to be taught? • What “teachable chunks” can be described? • “Expert blindspot”