Writing Objectives I: The Basics

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• Writing Objectives IThe Basics
• EDU 300 Newberry College Jennifer Morrison

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Writing Objectives I

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

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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?

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Chew Your KUD
KNOW What content do you want the students to know at the end of the unit? UNDERSTAND What deep understandings do you want the students to have at the end of the unit? DO What do you want the students to be able to do at the end of the unit?
Think about academic vocabulary, facts, concepts, etc. Think about habits of mind, ways of thinking, emotions, and attitudes. Think about skills.
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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
transformationstranslation, reflection,
rotationto 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.
Know Understand Do
Geometric transformations Key terms transformation image preimage isometry reflection rotation translation center of rotation axis of symmetry line of reflection translation vector composition of transformations The operations of reflection, rotation, and translation are involved in many real life situations. How to construct the geometric transformations identify reflections, rotations, translations with a shape perform reflections, rotations, translations in the coordinate plane recognize reflections, rotations, and translations in everyday life and nature apply transformations to musical notes to create a simple musical composition OR apply transformations to a shape to create a tessellation
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• Remember
• Standards by themselves are NOT a curriculum.

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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.

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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,
  QA, 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.

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Examples of
A Audience B Behavior C Condition D Degree of proficiency
The student The learner The participant Identify Compare and contrast Classify Predict Explain Solve Illustrate Construct Complete In a PowerPoint Create a brochure Create a newsletter Question and answer Complete the worksheet On a quiz On a test 9 out of 10 times Correctly 85 As stated in the rubric
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Bad Examples of Objectives

1. The student will read Great Expectations.
2. The student will be able to like basketball.
3. The student will know genetics.

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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.

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• Draft the items in your KUD chart into specific,
  measurable objectives (A and B only). Use
  Blooms 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.

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Whats Due?