Board Work
Hook up with a north-south partner from a team
different from your own.
Share your yearly plan with the north-south
partner.
What are the strengths of your yearly plan?
What parts of your yearly plan need
revising?
OBJECTIVES
Outcome Based
“If you don’t know where you’re
going, you can’t get there.”
Standards
General statements of the learning
desired or needed in specific
subject areas
Standards - Examples
Language Arts: 1. Demonstrates competence
in the general skills and strategies of the
writing process.
History: 23. Understands the causes of the
Great Depression and how it affected American
society.
Music: 7. Understands the relationship
between music and history and culture.
Benchmarks
More defined statements of outcomes
Written as subheadings of each
standard
Interpret the standard for specific
developmental levels (grade bands)
Provide more specific guidance about
the meaning of the standard
Benchmarks
Understandings or abilities students
are expected to master while in
that grade band
Prerequisite knowledge for the next
grade band
May require multiple “encounters”
to ensure student mastery
Benchmarks - Examples
Language Arts
Grades K-2: Dictates or writes stories or
essays, based on one’s own experience, with a
sequence of events that make sense
Grades 3-5: Seeks help from others to improve
writing
Grades 6-8: Uses direct feedback from peers
to revise content of a composition
Grades 9-12: Writes compositions that clearly
fulfill different purposes, including to entertain
and to stimulate emotion
Standard – Benchmark - Objective
Teach Your Partner
How are standards, benchmarks,
and objectives the same?
How are standards, benchmarks,
and objectives different?
Objectives
Why Use? Focus on intended learner outcomes.
O b je c tiv e
G u id e lin e s
In s tr u c tio n a l D ir e c tio n
fo r
In te n t of
E v a lu a tio n
*** In s tr u c tio n
***
W h a t w ill I te a c h ? ***
H o w w ill I k n o w
H o w w ill I te a c h it?
s tu d e n ts h a v e le a r n e d ?
Objectives
Focusing on Intended Learner Outcomes
Many ways of stating instructional objectives
Objectives
To demonstrate to students how to
set up laboratory equipment
Objectives
Identify the laboratory equipment used in
the demonstration
Describe the steps to be followed in
setting up the laboratory equipment
List the necessary precautions in handling
and setting up the lab equipment
Demonstrate skills in setting up their own
lab equipment
Objectives – A-B-C-D
Audience “The student will . .”
Behavior identify the lab equipment
necessary for the demonstration
Conditions when shown a picture
Degree 100 % - According to textbook
Decisions about Objectives
Audience –
Specifies the learners for whom the
objective is intended
Behavior
Describes the capability of the learner
following instruction
Stated as a learner performance
Stated as observable behavior
Describes a real-world skill (versus test
performance)
Decisions About Objectives
Conditions
Describes the conditions under which
the performance is to be demonstrated
Equipment, tools, aids, or references the
learner may or may not use
Environment in which the learner has to
perform
Decisions About Objectives
Degree (criterion)
States, where applicable, the standard
for acceptable performance
Time limit
Range of accuracy
Proportion of correct responses required
Qualitative standards
Application
Write an objective for your
grade level and a content area
of your choice. Include the
ABCD parts.
Share with your East/West
partner and identify your ABCD
parts as you share the objective.
Aim – Goal - Objective
A im - T o liv e s u c c e s s f u lly
in a t e c h n o lo g y s o c ie t y
G o a l: T o c o m m u n ic a te
e ffe c tiv e ly w ith p e o p le
O b je c tiv e :
T h e le a r n e r w ill Use writing process
d e m o n s tr a te
a c tiv e lis te n in g
tw ic e w h e n
r o le -p la y in g “Shorthand for
c o n flic t r e s o lu tio n
objective”
Objectives
Why Use? Focus on intended learner outcomes.
O b je c tiv e
G u id e lin e s
In s tr u c tio n a l D ir e c tio n
fo r
In te n t of
E v a lu a tio n
*** In s tr u c tio n
***
W h a t w ill I te a c h ? ***
H o w w ill I k n o w
H o w w ill I te a c h it?
s tu d e n ts h a v e le a r n e d ?
Write the Right Objectives
Great teachers write the right
objectives, “technically OK” teachers
write objectives right.
Leaders do the right things –
managers do things right.
[Link]
Assignment - Objectives
Your assignment is to write 4 objectives for
each of the domains: affective, cognitive, and
psychomotor and to write 3 objectives for the
interpersonal domain—for a total of 15
objectives. For each objective indicate the
related domain.
In all objectives include parts A, B, C, & D, but
not necessarily in that order.