What S All the Fuss About Putting Objectives on the Board?

WRITING CLEAR OBJECTIVES The question: What’s all the fuss about putting objectives on the board?

The answer: Students have an easier time learning when you tell them exactly what it is that you want them to learn!

Objectives are the simplest, most concise measure of the learning planned for each period. In the past, lessons were often activity driven. Teachers were expected to provide a relevant, engaging activity and by simply doing the activity kids would learn something. The shift now is toward establishing a clear learning outcome up front. This has proven to be more effective in achieving the learning outcome and appears to be more motivating for the student. By first communicating to the students WHAT they will learn and HOW they are going to demonstrate success, the objective helps explain WHY students are being asked to perform a certain activity.

As part of the current CWT (Classroom Walk Through) initiative, Granby is looking for district-wide consistency in the posting of objectives and in how objectives are written. CWT protocol asks if the teaching objective is evident, appropriate, student friendly, and asks if the teacher is teaching to that objective.

A well-written objective explains the learning outcome that you expect to come from the lesson. That learning outcome should come directly from either the state framework or the local curriculum for that subject. A well-written objective has two parts -

Part 1. What do you want them to know? Be specific about the new skill or knowledge that you want them to obtain. Avoid the word “learn” as that is a given.

Example: Students will be able to identify the elements of nonfiction text … Students will be able to compare themes across texts … Students will be able to analyze how characters deal with diversity … Students will be able to recognize values, ethics and beliefs in a text … Students will be able to distinguish between the structures of fiction and non-fiction …

Part 2. What do you want them to be able to do? The student’s ability to do this should depend on having mastered the new information or skill that was taught . Example: … by solving a problem … by drawing and labeling a diagram … by writing a paragraph … by giving a talk to a particular audience … by completing a chart … by applying a rubric Reminders

Every objective posted on the board needs to:

 Be kid friendly  Clearly identify the new learning/knowledge/skill to be gained  Contain an indication of what students will be expected to do to demonstrate what they have learned  Match the learning taking place at that time  Be different for each lesson  Change throughout a series of lessons in terms of the new learning, narrow or broaden the content, change the assessment tool, etc.

Does your objective communicate: WHAT are students going to learn? HOW will they prove they “got it”?

Sample objectives Students will be able to:

1. Compare the features of fiction and nonfiction by completing a Venn Diagram. 2. Examine the validity of sources of information by applying a validity rubric. 3. Justify inferences by citing specific support in the text. 4. Recognize text structures by correctly identifying the structure of sample texts. 5. Develop self selection skills for vocabulary instruction by correctly identifying Tier II words in a written text. 6. Distinguish fact from opinion by highlighting all the facts in one color and all the opinions in a different color in a written piece. Bloom’s Taxonomy is Alive and Well!

Verbs for Stating Behavioral Objectives

Knowledge – Remembering previously learned materials.

Cite label name reproduce Define list quote pronounce Identify match recite state

Comprehension – ability to grasp the meaning of material

Alter discover manage relate Change explain rephrase substitute Convert give examples represent summarize Depict give main idea restate translate Describe illustrate reword vary Interpret paraphrase

Application – ability to use learned material in new and concrete situations.

Apply discover manage relate Classify employ predict show Compute evidence prepare solve Demonstrate manifest present utilize Direct Bloom’s Taxonomy (Continued)

Analysis – ability to break down material into its component parts so that its organizational structure may be understood.

Ascertain diagnose distinguish outline Analyze diagram divide point out Associate differentiate examine reduce Conclude discriminate find separate Designate dissect infer determine

Synthesis – ability to put parts together to form a new whole.

Combine devise originate revise Compile expand plan rewrite Compose extend pose synthesize Conceive generalize propose theorize Create integrate project write Design invent rearrange Develop modify

Evaluation – ability to judge the value of material for a given purpose.

Appraise conclude critique judge Assess contrast deduce weigh Compare criticize evaluate