Chapter 4: Planning Educational Outcomes

1
Chapter 4Planning Educational Outcomes

• Presented by
• April Gannon Lizzy Allen

2
I. Objectives and Understanding Performances
4.1

• Definition Activities that require students to
  demonstrate understanding by using information in
  new situations.

3

4.1
Understanding Performances

• Apply specific knowledge and skills within a
  meaningful context
• This is only meaningful if it has been carefully
  designed to meet important higher level learning
  objectives.

4
Characteristics for understanding performance
4.1

• Relates to important learning goals
• Allows students to develop and apply through
  practice
• Engages students multiple learning styles and
  encourages diverse forms of expression
• Promotes reflective engagement in challenging,
  yet approachable tasks
• Requires students to perform in ways that others
  can view and respond

5
Guidelines for selecting knowledge to be taught
for understanding
4.1

• Represent a big idea while continuing value
  beyond the classroom
• Reside at the heart of discipline
• Require undercover (of abstract or often
  misunderstood ideas)
• Offer potential for engaging students

6
II. Instructional Objectives

• Definition a specific statement of what the
  student will know or be able to do after the unit
  or lesson ends.

7
Examples of Instructional Objectives

• Analyze and explain the different causes of the
  Civil War.
• Strive to value and appreciate the perspectives
  of others.
• Summarize the main points of the Declaration of
  Independence.

8
Complete Instructional Objective Examples

• Describe the conflict between the views of
  Confederates and Union by writing an original
  short story that reflects the views held during
  the Civil War period.
• Create an original five line poem or song lyric
  related to the Civil War period thats similar in
  style to those presented in class.
• Develop an argument by writing a one page essay
  explaining why the concept of equality was
  considered during the Civil War period.

9
The Learning Process

• Definition Breaks down tasks into higher and
  lower learning levels to determine what students
  should do with the content that is presented to
  them.

10
ABCD Instructional Objectives

• Audience
• Behavior
• Conditions
• Degree

11
Audience (who)

• The student/students
• Examples
• Students in language arts will..
• Art students will be able to..
• Fifth grade students will demonstrate the ability
  to..

12
Behavior (what)

• Definition what the student will actually do
• Examples
• Draw a circle.
• Answer math problems.
• Spell a word.

13
Conditions (How)

• Definition The materials or motivational
  resources
• Examples
• Using the outline map provided..
• Given a calculator..
• As a volunteer..

14
Degree (to what extent or standard)

• Definition the amount/level of quality
• Examples
• Achieving 7 out of 10 correct
• With 75 accuracy
• Listing at least 3 reasons

15
III. Learning Objectives
4.2

• Blooms Taxonomy- educational objectives first
  conceived by Benjamin Bloom in the 1950s
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

16
Knowledge

• Definition Students can remember information
  they previously learned.
• Verbs used recall, list, identify, name, label,
  underline, place in order.
• Example
• Identify circles, squares, and triangles in a
  pattern

17
Comprehension

• Definition students can express previously
  learned material in their own way.
• Verbs Define, put in your own words, summarize,
  illustrate, demonstrate
• Example
• Describe the pattern in a drawing.

18
Application

• Definition students can apply previously learned
  material to newly taught material.
• Verbs classify, apply, find, choose, sort,
  organize
• Example
• Sort series of shapes into those that are
  patterns and those that are not

19
Analysis

• Definition students can break down material and
  explain why its organized the way it is, what
  caused it to be, or make predictions.
• Verbs compare and contrast, analyze, explain
  why, show how, draw a diagram
• Example
• Listen to a piece of music and describe the
  patters in rhythm and melody

20
Synthesis

• Definition students can make an original product
  using simple components
• Verbs create, build, compose, write, solve,
  perform, establish, predict, modify, plan
• Example
• Create an original rhythm pattern using hands and
  feet

21
Evaluation

• Definition students can use previously learned
  standard/criteria to determine the worth of a
  complex product
• Verbs defend or reject, justify, argue, decide,
  develop and critique, judge
• Example
• Determine which of 3 books have the most
  interesting pattern and explain why

22
Activity

23
Key Points to Remember

• ABCD
• Audience, Behavior, Conditions, Degree
• Blooms 6 Taxonomies
• Knowledge, Comprehension, Application, Analysis,
  Synthesis, Evaluation

24
When preparing your lesson plans consider using
both learning and instructional objectives to
create better understanding