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Objectives up close!

Objectives up close!. Are these objectives? Why or why not?. About objectives…Objectives begin with verbs.

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Objectives up close!

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  1. Objectives up close! Are these objectives? Why or why not?

  2. About objectives…Objectives begin with verbs • Verbs tell a student what is to be accomplished. Verbs like: create, list, report, summarize, identify... are measureable and also cover a range of Bloom’s Taxonomy and state standards. These verbs define learning outcomes and do not describe procedure. • Verbs tell a teacher what to look for to see if the student has accomplished what the teacher specified. • Do not use words that do not define learning outcomes. Examples would be: appreciate, enjoy, understand...

  3. What are objectives? • Objectives are what a student must achieve to accomplish what the teacher states to be learned, comprehended, or mastered? • Are these the only concepts, methods or techniques learned in the lesson? Why? Why not?

  4. Why use objectives? • Objectives do two things: assign and assess. They should also be written as one sentence. -Assign. Objectives give direction or tell a student what is to be comprehended or mastered in an assignment. -Assess. Objectives tell the teacher if additional study or practice is needed to master an objective? Assessment is an objective turned into a question.

  5. The student will be able to create a fantasy “…scape” using two-point perspective drawing. (State standard: Invent and Discover to Create; Bloom’s: Creating) • Pre-assessment: Has anyone done a perspective drawing? One or two-perspective? Can you describe what you did? Why would an artist use perspective in their work? • Objective: Using two-point perspective, the student will be able to create a fantasy “…scape” mixed media drawing. (State standard: Invent and Discover to Create; Bloom’s: Creating) • Post-assessment (Teacher-centered): (Part 1) Did the student create a fantasy “…scape” using two-point perspective drawing? (Part 2) How successful was the student in creating a fantasy “…scape” using two-point perspective drawing? Excellent / Good / Needs Improvement (What do these mean?)

  6. Advanced / Proficient / Basic / Developing (What do these mean?)  /  /  (What do these mean?)

  7. Student reflective/inquiry activity: Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson. Include all concepts. Explain specifically what students are going to do to reflect on their learning. Discussion Guided critique Questionnaire Artist’s statement Peer critique in writing Written analysis Games Interviews

  8. The student will be able to identify artists using two-point perspective in their art work. (State standard: Observe and Learn toComprehend; Bloom’s: Understanding) • Pre-assessment/Inquiry: Hasanyone done a perspective drawing? Can you identify any artists that use perspective techniques in their work? How did they use perspective? Why did they use it in this way? Why would an artist use perspective in their work? • Objective: Given contemporary and historical examples, the student will be able to identify artists using two-point perspective in their art work. (State standard: Observe and Learn toComprehend; Bloom’s: Understanding) • Post-assessment (Teacher-centered): (Part 1) Did the student identify artists using two-point perspective in their art work. (Part 2) How successful was the student in identifying artists using two-point perspective in their art work? Excellent / Good / Needs Improvement (What do these mean?)

  9. Advanced / Proficient / Basic / Developing (What do these mean?)  /  /  (What do these mean?) (Christ Handing the Keys to Saint Peter by Pietro Perugino)

  10. The Temple of Concordia’ by Piranesi

  11. Student reflective/inquiry activity: Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson. Include all concepts. Explain specifically what students are going to do to reflect on their learning. Discussion Guided critique Questionnaire Artist’s statement Peer critique in writing Written analysis Games Interviews

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