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3 Part Objective

3 Part Objective's Reflection Questions . Who is the daily lesson objective/s written for:The teacherThe studentThe observerAll of the above. 3 Part Objective's Reflection Questions . How do you assess/evaluate the quality of a students thinking, understanding, work?When is assessment/feedback

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3 Part Objective

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    1. 3 Part Objective

    2. 3 Part Objective’s Reflection Questions Who is the daily lesson objective/s written for: The teacher The student The observer All of the above

    3. 3 Part Objective’s Reflection Questions How do you assess/evaluate the quality of a students thinking, understanding, work? When is assessment/feedback most important? How does a student become aware that he or she has learned something new and can use that new knowledge whenever required?

    4. Part 1 Content The daily 3 part objective contains the specific content students will study and USE during your class that day. The content is pulled from the standards or identified skill sets to be taught during the unit.

    5. Part 2 Level of Cognition Cognition is the ACT or process of knowing/thinking. The objective contains the level of thinking the student will be taught to USE in a given context. The levels of thinking are represented by specific action verbs that are observable and assessable. (Bloom’s Taxonomy Handout)

    6. Part 3 The Proving Activity The proving activity is that which you will require the students to do, to prove to you and themselves, that they have learned the content taught during that class period.

    7. 3 Part Objectives Are very specific Aligned to standards and skills Require action Are designed to be accomplished in ONE CLASS PERIOD and should change regularly. Are evidence of mastery of standards and should be reflected in a student’s grade.

    8. 3 Part Objectives Are not to be completed for HOMEWORK. Are not to be accomplished over several days. Are not to be written and ignored by teacher and students. Are essential to students awareness of knowledge and their ability to successfully transfer knowledge/skills learned in class to tests, new skills, other classes, and the larger world.

    9. When There are No 3 Part Objectives Implemented: What’s the problem? Observer: “Hey Johnny/Suzy/Tom, what are you learning today?” Johnny: “We are working on our engine project.” Suzy: “ We are reading this book about”. Tom: “We are writing a paper.” Observer: “Why are you….?” Students: “For points.”, “It’s due”, “It’s make up work.”

    10. When There are No 3 Part Objectives Implemented: Teacher 1: “So how are your kids doing with standard 2.1?” Teacher 2: “Oh you know these kids, most still haven’t turned in their essays and they haven’t turned in the homework packets and those were due last week. I do know that there are going to be a lot of mandatory tutoring assigned this week.”

    11. When There are No 3 Part Objectives Implemented: Student Report Card: S1 = A, S2 = B+ Student CST Report: Below Basic

    12. Do Your Objectives Have 3 Parts? Now take your lesson plan from this week and pass it to your neighbor. Identify the 3 parts of the objectives for Thursday or Friday by underlining and noting content with a C, cognition with a CG, the proving activity with a P. If it is not a 3 part objective suggest changes to make it that way. Now re-write your objective in 3 parts following the prompt below… “By the end of class today, you will be able to or you will prove…. “ 3 Try writing and articulating 3 part objectives written and articulated to students this week.

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