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TPA Objectives

TPA Objectives. TPA Expectation. The candidate develops learning objectives that logically lead to the goals of the sequence. These objectives are clearly written, appropriate for the developmental level of the students, and are aligned with content area standards. The Task.

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TPA Objectives

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  1. TPA Objectives

  2. TPA Expectation • The candidate develops learning objectives that logically lead to the goals of the sequence. These objectives are clearly written, appropriate for the developmental level of the students, and are aligned with content area standards.

  3. The Task Complete the tables that explain your . . . • Learner Goals. What are your goals for this sequence (the big ideas, essential questions)? • Objectives. What are your lesson objectives that will fulfill your learner goals and how do these objectives align with state standards and Bloom’s Taxonomy? • Implications of Contextual Factors. Discuss how the contextual factors, previously identified, impact your learning objectives. • Resources: Identify resources used in the instructional sequence (in APA format).

  4. Deciding on Goals and ObjectivesThings to Keep in Mind • Pick something that naturally fits into the students’ course of study but can be flexible as to when it is taught. • Because of the progressive nature of the assignments, the sequence will occur several weeks after you have started your initial development of objectives, developed an assessment plan, given a pre-test, and planned the instruction. Try to pick a topic that can fit flexibly in the schedule so you are not forced to teach it before all components are in place and approved.

  5. Be realistic in what can actually be accomplished in three days.Pick reasonable, achievable objectives • This is NOT a Unit—just a three to five lesson sequence. Rely on your cooperating teacher’s judgment. Your cooperating teacher may have a lesson sequence topic and resources which you can use. This is ok, as you will still be responsible for developing all of the components.

  6. Make sure your objectives align with state standards. • The Kentucky Core Academic Standards (PDF)were adopted by the Kentucky State Board of Education in June 2010. The KCAS contains content formerly in the Program of Studies (2006) for all content areas, except in English Language Arts and Mathematics. The ELA and Mathematics standards in KCAS are now the Common Core State Standards.* • You can find the Kentucky Core Academic Standards at: http://education.ky.gov/curriculum/docs/Documents/POS%20with%20CCS%20for%20public%20review.pdf *http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx

  7. Establishing the Goals: Remember that your TPA sequence is only 3-5 lessons and may be part of a larger unit with a larger set of goals. This is understandable and acceptable. Make sure you make this clear to the reader. It is possible that your goals can also be expressed as “essential questions.” Essential questions, like goals, are questions that frame larger ideas, or a pulling together of concepts measured in objectives.

  8. Select objectives that have a varied level of cognitive or skill difficulty. A single concept might have several objectives at progressively more difficult levels of complexity. • Blooms Taxonomy • Knowledge Level—simple memorization of facts • Comprehension level: summarizing, getting the basic meaning, explaining • Application level: applying a concept properly to a situation, perform a rhythm pattern, apply a formula • Analysis level: being able to break apart and examine the specific qualities • Synthesis level: putting concepts together to create something new, building, constructing • Evaluation level: being able to just quality of efficacy of a concept, act, or performance

  9. ABC’s of Good Objectives: A: Audience This seems like a given, because most the time it is a single student. However it could be a small group, large group, a team, a musical ensemble, etc. The student will . . . The chorus section will . . . A team of four students will . . .

  10. B: The Behavior Clearly state what you expect the student to do. • What overt and measurable action will students perform? This component requires a verb that is outwardly observable, such as sing, play, label, identify, or describe. The observable behavior might be students carrying out a task or verbally (or in writing) solving problems or musical questions. • Verbs that are not observable include know, understand, appreciate, and value. Avoid these.  ”The student will label the parts of a leaf” Note: Some US prefer you begin your objective with the verb and leave off “The Student will.” Some prefer “I Can” statements instead of “The Student will.” Check with your US.

  11. C: The Conditions Under what conditions will the students demonstrate the behavior? • What materials will students be provided with? • Indicating conditions means starting statements with phrases such as “Provided with…” or “Without the use of…” “Given a list of Presidents, I can arrange them in chronological order of their presidency. “

  12. D: Degree • What performance standard are students expected to meet? How accurately must students perform? • You must set this benchmark in order to determine if students meet the objective. • “Provided with aural examples of Latin American and non-Latin American musicA, the student willB identify (on a written test)C Latin American examplesDcorrectly on 4 out of 5 itemsE.”

  13. Putting it all together . . . • Once you have determined the Goals, Objectives, appropriate state standard alignments, and Bloom’s level of cognitive understanding, it is time to fill in the tables in the assignment. • After you have established the information on the objectives table, then review your contextual factors and consider and discuss how those factors will impact the way you deliver your lesson. • As always, remember to cite any resources.

  14. Summary Thoughts • Remember as you work through the TPA that these statements of objectives and alignments must remain consistent throughout the document with the exception that they may require some revision due to your findings on the pre-test. • Remember that it is far better to develop objectives that work toward “depth” of understanding rather than “breadth.” Surface learning is not deep and lasting. Objectives that work toward depth will automatically require increased levels of thinking.

  15. For addition explanation see the following: • TPA Objectives Assignment Sample-handout • Bloom’s verbs-handout TPA Objectives Presentation prepared for the Morehead State University ESU by Tanya Bromley, Adjunct University Supervisor 2013 Resources: Dr. Dale Bazaan “Writing Objectives” Sample TPA Objectives Assignment MSU/ESU resource page Bloom’s Verbs and Assessment: St. Edwards University for Teaching Excellence 2001 Kentucky Core Content Standards: Kentucky Department of Education

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