ED 528 APS 6 Planning Goals Objectives W

Formulating Goals/Objectives Using StandardsChapter 5 : 

Formulating Goals/Objectives Using StandardsChapter 5 APS 6: Providing Content For Learners

APS 6: Providing Content For Learners : 

APS 6: Providing Content For Learners An effective teacher possesses a thorough knowledge and understanding of the discipline so that he or she is able to provide the appropriate content for the learners.

APS 6: Providing Content For Learners : 

APS 6: Providing Content For Learners Have a thorough command of what you are teaching. Make sure what you teach is appropriate and correct. Organize the content to make it meaningful for students. Having and stating appropriate goals and objectives aides you in achieving these.

The Influences of Standards : 

The Influences of Standards What are National Goals? What are State Goals? What are Local Goals?

The Influences of Standards:Levels and Perspectives : 

The Influences of Standards:Levels and Perspectives Math National Council of Teachers of Mathematics (NCTM) English Language Arts (ELA) National Council of Teachers of English (NCTE) Social Studies National Social Studies Council (NCSS) Science National Science Teachers Assocation (NSTA) Physical Education/Health National Association for Sport and Physical Education (NASPE) American Association For Health Education (AAHE) Visual, Performing, Musical Arts Art Education Association National Professional Music Teacher’s Association

The Influences of Standards:Levels and Perspectives : 

The Influences of Standards:Levels and Perspectives All teacher standards are not the same They reflect regional differences They reflect different performance mastery They reflect different breadth. All teacher standards are realized in curriculum models and guides.

The Role of Goals/Objectives in Planning : 

The Role of Goals/Objectives in Planning Goals provide direction for planning learning experiences.

The Role of Goals/Objectives in Planning:Three Operational Goal Levels : 

The Role of Goals/Objectives in Planning:Three Operational Goal Levels Level 1: Long Range Planning (Goals) General Direction Level 2: Unit Goals (Goals) Focal point for planning a unit/not TOO specific. Level 3: Lesson Goals (Objectives) Very specific and concrete

The Role of Goals/Objectives in Planning:Decision Making in Preparing Objectives : 

The Role of Goals/Objectives in Planning:Decision Making in Preparing Objectives Objectives answer two important questions: In both a general and specific sense, what does the teacher want students to know, understand, and be able to do after completing the units and lessons. Answers Help Determine The End Products While You Are Planning!

The Role of Goals/Objectives in Planning:Decision Making in Preparing Objectives : 

The Role of Goals/Objectives in Planning:Decision Making in Preparing Objectives How will the teacher determine that the students know, understand, and can perform something. Answers To This Question Let You Know What You Will Assess In Specific Terms.

Formatting Goals/Objectives : 

Formatting Goals/Objectives Tyler’s Version (1949) Express them in terms identifying behavior to be developed in student. Express them in terms identifying the kind of area of life (content) in which this behavior will occur,

Formatting Goals/Objectives : 

Formatting Goals/Objectives Mager’s Behavioral Objectives (1962) Also called the outcomes approach. Should state what the student is expected to be able to do. Each intended performance be directly visible/audible.

Formatting Goals/Objectives : 

Formatting Goals/Objectives Mager’s Version (Continued) Has three parts: (ABC) An OBSERVABLE BEHAVIOR. The CONDITIONS under which the behavior will occur. The CRITERIA for acceptable performance.

Formatting Goals/Objectives : 

Formatting Goals/Objectives Mager’s Version (Continued) Requires a lot of deliberate thought and specificity. Effort allows students to possible teach themselves if objectives are well stated.

Formatting Goals/Objectives : 

Formatting Goals/Objectives Gronlund’s Version (2000) Objectives should first be stated in the form of goals (?) Use these INFERRED terms: Understand, appreciate, know, evaluate, apply. Follow them up with the observable behavior showing that the student has met the objective.

Formatting Goals/Objectives : 

Formatting Goals/Objectives Goals Statements Evaluation Statements Specifying Observable Performance Specifying Conditions

Goals/Objectives:Alternate Ideas : 

Goals/Objectives:Alternate Ideas Goal Statement What Do I Want Students To Know Understand and Be Able To Do Over One or More Lesson? A Statement of educational intent in general terms Used in your LRPs. They are simply and efficiently written.

Goals/Objectives:Alternate Ideas : 

Goals/Objectives:Alternate Ideas Evaluation Statements How will the teacher determine that the students know, understand, and can perform something? Tells you HOW you will collect data. Tells you WHAT data you will collect.

Goals/Objectives:Alternate Ideas : 

Goals/Objectives:Alternate Ideas Specifying Observable Performance What is the student doing (performing) allowing you to see that they have learned? Use action verbs. See the learning as a performance.

Goals/Objectives:Alternate Ideas : 

Goals/Objectives:Alternate Ideas Specifying Conditions Where is the learning taking place? In school, at home, in groups,… What does the student already know or does not know when the learning takes place? Before learning___ or after learning ___ How long will the student have to meet the objective? In a class period, over the course of ___ lessons, in 50 minutes.

Goals/Objectives:Alternate Ideas : 

Goals/Objectives:Alternate Ideas Specifying Criteria What will I observe that allows me to know that the student has met the objective? With 100% accuracy With no more than three errors. By (insert specific description of performance)