report on maed objectives
TRANSCRIPT
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Writing Lesson Objectives
Using Blooms Taxonomy
EDSU533
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Benjamin Bloom
Taxonomy ofEducational Objectives(1956)
Various types of learning
outcomes within thecognitive domain Objectives could be
classified according totype of learner behavior
described A hierarchical relationship
exists among the varioustypes of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Blooms Learning Domains
Affective- feelings, emotions and behavior, ie.,attitude, or 'feel'
How emotions affect learning
Emotions, feelings, values, likes, desires
Behavioral- Psychomotor and Multisensory - manualand physical skills, ie., skills, or 'do'
How the movement of the body is involved inlearning
Actions, physical, doing
Cognitive- intellectual capability, ie., knowledge, or'think'
Learning factual information
Developing higher-level thinking and analyticalskills
Thoughts, understanding, conceptual knowledge
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Blooms Taxonomy:Cognitive Domain in Action
KNOWLEDGE: define, list, name, memorize
COMPREHENSION: identify, describe, explain
APPLICATION: demonstrate, use, show, teach ANALYSIS: categorize, compare, calculate
SYNTHESIS: design, create, prepare, predict
EVALUATION:judge, assess, rate, revise
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Thinking Levels
Ask students to demonstrate: Knowledge- recall information in original
form
Comprehension - show understanding
Application- use learning in a newsituation
Analysis- show s/he can seerelationships
Synthesis- combine and integrate partsof prior knowledge into a product, plan,or proposal that is new
Evaluation- assess and criticize on basisof standards and criteria
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Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Creatingdesigning, constructing, planning,producing, inventing, devising, making
Evaluatingchecking, hypothesizing,critiquing, experimenting, judging, testing,detecting, monitoring
Analyzingcomparing, organizing,deconstructing, attributing, outlining, finding,structuring, integrating
Applyingimplementing, carrying out, using,executing
Understandinginterpreting, summarizing,
inferring, paraphrasing, classifying,comparing, explaining, exemplifying
Rememberingrecognizing, listing,describing, identifying, retrieving, naming,locating, finding
http://uwf.edu/cutla/assessstudent.cfm
Blooms Revised Taxonomy
http://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfm -
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Blooming Questions
Knowledge or RememberingRecalling Information WhereWhatWhoHow many
Comprehension or Understanding Tell me in your own wordsWhat does
it mean? Give me an example, describe,
illustrate
ApplicationUsing learning in anew situation What would happen if? Would you
have done the same? How wouldyou solve this problem?
In the library, locate and reportinformation about.
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Framing Essential Questions
Essential Questions at the top ofBlooms Taxonomy Create- innovate
Evaluatemake a thoughtfulchoice between options, with thechoice based on a clearly statedcriteria
Synthesizeinvent a new or
different version Analyzedevelop a thorough
and complex understandingthrough skillful questioning.
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Highest Levels of Questioning
Evaluation and Synthesis Judgment based on Criteria
Literature
Would you recommend this book
WHY or WHY not? Select the bestWHY?
Which person in history would youmost like to meetand WHY?
Is the quality good or bad? WHY? Could this story have happened?
WHY?
Creating at top of revised BloomsTaxonomy -Innovation
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More Blooming Questions
AnalysisAbility to seeparts/relationships
What other ways? Similar/Different(Venn)
InterpretationWhat kind of person?What caused the person to react in thisway? What part was most exciting,sad?
SynthesisParts of information tocreate original whole
What would it be like if? Design,pretend, use your imagination, write anew ending
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Components of a Lesson Objective
Avoid terms that cannot beclearly understood by the reader.
Communicate an objective as
clearly as possible. Describe intended instructional
result by describing the purpose
of the instruction.
Exclude the greatest number ofpossible meanings other than the
one intended.
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What do you want your students to learnas a result of this lesson?
Three-step process below for creating defining learning objectives.1. Create a stem
After completing the lesson, the student will be able to . . .
After this unit, the student will have . . .
By completing the activities, the student will . . .
At the conclusion of the course/unit/study the student will . . .
2. After you create the stem, add an action verb: analyze,recognize, compare, provide, list, etc.
3. One you have a stem and a verb, determine the actual product,process, or outcome: After completing these lesson, the student
will be able to. create Venn Diagrams which compare and contrast . . .
demonstrate learning by producing a
solve a numerical expression using..(the standard order ofoperations, etc.)
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
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Refer to explicit rather than vague behaviors Asking students to "grasp the significance," or
"appreciate" something will only lead toconfusion. Using more explicit behaviors such as"identify," or "sort," will clarify the performanceexpected of students.
Table on next slide lists:
explicit behaviors representative of different levels
of cognition or thinking common products or outcomes of those
behaviors
How to Write Goals for Specific Behaviors
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
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Know
Remember
Comprehend
Understand
Use
Apply
Analyze
Take Apart
Synthesize
Create New
Evaluate
Judge
Behaviors:
Action Verbs
name
memorize
record
list
match
write
state
repeat
describe
discuss
give examples
locate
tell
findreport
predict
review
recognize
estimate
translate
practice
illustrate
sketchsolve
show
employ
sort
classify
distinguish
experiment
compare
contrastdiagram
debate
solve
examine
inventory
design
plan
propose
arrange
assemble
develop
produce
organize
manage
revise
rate
value
appraise
decide
choose
score
select
assess
debate
recommend
Products:
Outcomes
Assignments
Assessments
Presentations
Experiments
Performances
factsevents
models
filmstrips
books
puzzlesstories
games
journals
illustrations
drawings
maps
sculpturesdiorama
scrapbook
mobile
collections
diagrams
graphssurveys
questionnaires
reports
objects
news
articlespoems
machines
songs
plays
hypotheses
polls
panelsrecommendations
discussions
simulations
evaluations
surveys
Blooms Original Taxonomy withAction Verbs and Products
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
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How will you measure learning outcomes?
What will students say or do to
show you objectives were met?
What will you collect to show
students learning (portfolios,observations, work samples,
photographs, etc.)
How will you evaluate student
work?
How will you grade the
student?
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Theory of Backwards Design
Understanding by Design:Wiggins & McTighe
What are the big ideas? Core concepts
Focusing themes
On-going debates/issues Insightful perspectives
Illuminatingparadox/problem
Organizing theory
Overarching principle Underlying assumption
Whats the evidence?
How do we get there?
Represent a big idea havingenduring value beyond the
classroom
Reside at the heart of thediscipline (involve doing
the subject)
Requireuncoverage (ofabstract or oftenmisunderstood
ideas)
Offerpotential for
engagingstudents
EnduringUnderstanding
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Will this lesson lead to enduring
understanding?
Worth being familiar with
Important to know and do
Enduring
Understanding
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Assessment: How do you measurewhat students have learned?
Traditional quizzes
and tests
Paper/pencil
Selected response Constructed response
Performance tasks
and projects
Open-ended Complex
Authentic
Worth being familiar with
Important to know and do
EnduringUnderstanding
Understanding by Design
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Rubrics and Checklists forAlternative Performance Assessment
Rubric - a scoring guide forevaluating student performance
Allows for a variety of criteria orcategories to be evaluated on asliding rating scale (not subject to
one final percentage score as intesting)
A way to measure real-life,authentic learning experiences inthe classroom
Provides a guide for students indetermining expectations ofassignments
Shows students and parents howthe teacher is judging student
performance
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How will you use the results of your
assessment to plan your next lesson?
How will your assessment guide your teachingpractice?
What needs to be "re-taught" and how can youteach it differently when assessmentdemonstrates that some students did not learnthe material? Is there a better way to teach thismaterial?
What will you do differently next time?
How could you extend this activity for anotherlesson?
Was your instruction effective in promotingstudent learning?
Reflective Practitioner