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Writing Objectives I: The Basics

Learn how to brainstorm and create specific and measurable objectives for your unit. Understand the components of a good objective and explore examples of both bad and good objectives.

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Writing Objectives I: The Basics

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  1. Writing Objectives I:The Basics EDU 300 Newberry College Jennifer Morrison

  2. Writing Objectives I • How can you brainstorm what goes into a unit? • What is an objective? • What do good and bad objectives look like?

  3. Brainstorming with K.U.D. By the end of your unit, what will students need to… KNOW UNDERSTAND and be able to DO …in order to demonstrate proficiency with the standards you selected?

  4. Chew Your KUD

  5. SAMPLE KUD Geometric Transformations Unit SC Math Standard G-6: The student will demonstrate through the mathematical processes an understanding of transformations, coordinate geometry, and vectors. Indicators G-6.3 Apply transformations—translation, reflection, rotation—to figures in the coordinate plane by using sketches and coordinates. NCTM Standard: Apply transformations and use symmetry to analyze mathematical situations. Grades 9-12 Expectations: In grades 9-12 all students should…  Understand and represent translations, reflections, rotations, and of objects in the plane by using sketches, and coordinates, and  Use various representations to help understand the effects of simple transformations and their compositions.

  6. Remember… Standards by themselves are NOTa curriculum.

  7. Objective An objective defines what the student(s) will know or be able to do after instruction. Objectives should be specific and measurable. In other words, we should be able to design an assessment to get data showing student mastery of the objective. Objectives can also be called student learning outcomes.

  8. A measurable objective (learning outcome) will consist of the following components… • Audience: Who is doing the learning? • Behavior: At what level of Blooms will the learner demonstrate the learning? • Conditions: How will the learner show you he has learned? • Typically this is a product like a project, test, Q&A, ticket out the door, etc. • Degree of proficiency: At what level of proficiency do you want the learner to know the material? • All of the time, 80% of the time, 6out of 10, etc.

  9. Examples of

  10. Bad Examples of Objectives • The student will read Great Expectations. • The student will be able to like basketball. • The student will know genetics.

  11. Good Examples of Objectives • The student will be able to discuss with classmates how Dickens characterizes the protagonist in Great Expectations. • The student will be able to present at least three main principles of basketball and be able to explain orally how they are important to physical fitness. • Given a unfamiliar set of data, the student will be able to use chi-squares to predict inheritance of dominant and recessive traits.

  12. Draft the items in your KUD chart into specific, measurable objectives (A and B only). Use Bloom’s verbs. • Put your objectives in order from the first thing students need to be able to do to the last thing student need to be able to do in order to demonstrate mastery of the standards in your unit assessment plan.

  13. What’s Due?

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