Setting ObjectivesSetting Objectives

Think about how you let students Think about how you let students know what they are supposed to learn know what they are supposed to learn

in lessons or units, and then share in lessons or units, and then share with the people around you.with the people around you.

Generalizations from the ResearchGeneralizations from the Research

Setting instructional goals narrows what Setting instructional goals narrows what students focus on.students focus on.

Teachers should encourage students to Teachers should encourage students to personalize the learning goals the teacher has personalize the learning goals the teacher has identified for them.identified for them.

Instructional goals should not be too specific.Instructional goals should not be too specific.

Generalization 1: Generalization 1: Setting instructional goals narrows Setting instructional goals narrows

what students focus on.what students focus on. This obviously makes sense, but it can also This obviously makes sense, but it can also

mean that students don’t learn other mean that students don’t learn other information related to the content because they information related to the content because they ignore information that is not specifically ignore information that is not specifically related to the defined goals.related to the defined goals.

Generalization 2:Generalization 2:Teachers should encourage students Teachers should encourage students to personalize the learning goals the to personalize the learning goals the

teacher has identified for them.teacher has identified for them.

Research indicates that if you provide students Research indicates that if you provide students with opportunities to adapt the learning goals with opportunities to adapt the learning goals you have set for them to their personal needs you have set for them to their personal needs and desires, they are likely to learn more.and desires, they are likely to learn more.

Generalization 3:Generalization 3:Instructional goals should not be Instructional goals should not be

too specific.too specific. Goals that are too specific can limit student Goals that are too specific can limit student

learning. For example:learning. For example: Given 5 practice sessions, SWBAT make an Given 5 practice sessions, SWBAT make an

organized list of 10 items of information with 80% organized list of 10 items of information with 80% accuracy.accuracy.

Can be restated as:Can be restated as: SWBAT organize a set of items of information.SWBAT organize a set of items of information.

Recommendations for Recommendations for Classroom PracticeClassroom Practice

Set learning objectives or goals that are Set learning objectives or goals that are specific but flexible.specific but flexible.

Contract with students to obtain specific Contract with students to obtain specific learning objectives or goals.learning objectives or goals.

Setting Objectives that are Specific Setting Objectives that are Specific but Flexiblebut Flexible

Too Broad:Too Broad: Students understand the folklore and contributions Students understand the folklore and contributions

from various regions of the U.S. and how they help from various regions of the U.S. and how they help to form a national heritage.to form a national heritage.

Too Specific:Too Specific: List three differences between games from the List three differences between games from the

Colonial period and games from today.Colonial period and games from today. Specific but Flexible:Specific but Flexible:

Students know the differences between games that Students know the differences between games that children played long ago and games of today.children played long ago and games of today.

Too Broad, Too Specific, or Too Broad, Too Specific, or Specific but Flexible?Specific but Flexible?

Students use the general skills and strategies Students use the general skills and strategies of the writing process.of the writing process.

Too BroadToo Broad

Possible re-write:Possible re-write: Students use pre-writing strategies to plan Students use pre-writing strategies to plan

work.work.

Too Broad, Too Specific, orToo Broad, Too Specific, orSpecific but Flexible?Specific but Flexible?

Students use models (e.g., number lines, two-Students use models (e.g., number lines, two-dimensional and three-dimensional regions) to dimensional and three-dimensional regions) to identify, order, and compare numbers.identify, order, and compare numbers.

Specific but FlexibleSpecific but Flexible

Too Broad, Too Specific, orToo Broad, Too Specific, orSpecific but Flexible?Specific but Flexible?

Students explain in three paragraphs how Students explain in three paragraphs how Daniel Boone contributed to the cultural Daniel Boone contributed to the cultural history of the United States.history of the United States.

Too SpecificToo Specific Possible re-write:Possible re-write: Students understand how regional folk heroes Students understand how regional folk heroes

and other popular figures have contributed to and other popular figures have contributed to the cultural history of the United States.the cultural history of the United States.

Know the Difference between Know the Difference between Learning Activities and Learning Activities and

Learning GoalsLearning Goals Learning Activity:Learning Activity:

Prepare a timeline of European history.Prepare a timeline of European history.

Learning Goal:Learning Goal: Know key events in European history from 1800 to Know key events in European history from 1800 to

the current day.the current day.

First, Communicate Learning First, Communicate Learning Goals to StudentsGoals to Students

An easy way is to always have the WALT An easy way is to always have the WALT written on the board.written on the board.

Second, Help Students Second, Help Students Set Learning GoalsSet Learning Goals

Teacher-created objective:Teacher-created objective: Students understand how the main organs of the body work Students understand how the main organs of the body work

individually and as a system.individually and as a system. Possible goals that students could set:Possible goals that students could set:

I want to know how a heart attack happens.I want to know how a heart attack happens. I want to know more about the kidneys and how they work.I want to know more about the kidneys and how they work. I want to know if the intestines are really four miles long.I want to know if the intestines are really four miles long.

KWL charts are also a good way of doing this.KWL charts are also a good way of doing this.

Third, Communicate Learning Third, Communicate Learning Goals to Parents Goals to Parents

A way to do this is to send a short letter home A way to do this is to send a short letter home for parents to sign at the beginning of each for parents to sign at the beginning of each unit.unit.

Remember to keep the message simple and Remember to keep the message simple and avoid educational jargon.avoid educational jargon.

Contract with Students to Obtain Contract with Students to Obtain Specific Learning ObjectivesSpecific Learning Objectives

Some teachers encourage students to write a Some teachers encourage students to write a “contract” for learning.“contract” for learning.

Contracts can include the goals for learning as Contracts can include the goals for learning as well as the grade the student will receive if he well as the grade the student will receive if he or she meets those goals.or she meets those goals.

The goals for learning may include goals that The goals for learning may include goals that the students sets as well as goals that the the students sets as well as goals that the teacher sets.teacher sets.