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Chapter 5: Formulating Goals and Objectives

Chapter 5: Formulating Goals and Objectives. Standards Shape Curriculum. Common Core and National Standards (p.133) NCTM are more general State Standards are more specific and concrete Teachers make Long range goals (yearly) Unit goals- more specific Lesson Goals- very specific.

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Chapter 5: Formulating Goals and Objectives

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  1. Chapter 5: Formulating Goals and Objectives

  2. Standards Shape Curriculum • Common Core and National Standards (p.133) NCTM are more general • State Standards are more specific and concrete • Teachers make • Long range goals (yearly) • Unit goals- more specific • Lesson Goals- very specific

  3. Objectives • What should the students know and be able to do at the end of a lesson? • How will I, the teacher, know that has been accomplished?

  4. Writing Behavioral Objectives • Mager’s template (handout) • Goal Statements: • Simple and direct • Specific • Exercise 5.1 (p.139) • Include the behavior (p. 141) • Include the conditions (p.141) • Include the criteria (p.143)

  5. Identify Parts • “Physics students will understand components of forces so that when given the magnitudes and angles of forces on objects, they will calculate the horizontal components of the forces in each case.” • Goal Statement; condition; performance; criteria

  6. Gronlund’s Instructional Objectives • Objective stated in general terms like “know, understand, apply evaluate or appreciate” • Follow this by specific behaviors that provide evidence that learner meets objective • Stated in terms of student outcome • Do not include conditions (too rigid)

  7. Gronlund Example • Understands subtraction with regrouping • States rule for borrowing • Solves problems requiring regrouping • Note: teachers need to be able to show criteria for success and gains in student learning.

  8. Exit Slip • The things I remember most about today’s class are: • I still wonder about:

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