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Where are we headed?
Writing Measurable Objectives
Entrance Ticket• To begin…
o Please complete …
Today, All Student Will…
• Learn why goals are so important.• Learn what the major parts of a measurable
objective are.• Understand that measurable goals are a part of
the OTES evaluation.• Be able to write measurable goals for lessons.
Today…• Using today’s handouts, all teachers will create
measurable goals that meet the OTES requirement by the completion of class.
Goals Measurable Goals
• Learn why goals are so important.
• Learn what the major parts of a measurable objective are.
• Understand that measurable goals are a part of the OTES evaluation.
• Be able to write measurable goals for lessons.
• Using today’s handouts, teachers will create measurable goals that meet the OTES requirement by the completion of class.
OTES Connection• Instructional Planning: Focus for Learning
o Accomplished• The teacher establishes challenging and measurable goal(s) for
student learning that aligned with the Ohio standards and reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course and school goals for content learning and skills.
o Skilled• The teacher demonstrates a focus for student learning, with
appropriate learning objectives that include measurable goal(s) for student learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal and its appropriateness for students
Measurable Goal• Measurable Goal – A statement in specific and
measurable terms that describes what the learning will know or be able to do as a result of engaging in a learning activity.o Has 4 Parts
1. Learner Condition2. Action Word to describe learner performance3. Terminal Performance, course Specific Standards & Learning
Standards4. Measurable Acceptable Performance
Q: Why are goals so important? A: Goals/Objectives give the teacher ways to assess the student’s progress. They also define the scope of the goal. When a
teacher sees that the class has mastered the material, the teacher can move on to other teaching points with confidence. Goals become the pathway for the learning journey…guideposts for both the teacher and student(s).
Q: What are the major parts of a measurable objective? Learner & Condition
Action Word to Describe Learner Performance, (Reference Bloom chart)
Terminal Performance, Course Specific Standards & Learning Standards
Measurable Acceptable Performance
Q: Can I just use any verb in my measurable learning objective? A: You should avoid verbs such as: “know,” “understand,” “internalize,” “grasp,” “to become aware of…,””feel,” “realize,” “comprehend,”
“enjoy,” “appreciate,” etc… because these words are virtually IMPOSSIBLE to measure. Q: Are writing measurable goals part of the OTES evaluation?
A: Yes. Measurable Goals are referred to in the OTES rubric in the Standard Area of: FOCUS for LEARNING Of note: The Instructional Planning Area in OTES references goals and objectives. The new lesson plan template now has a box for
the measurable goal. Q: Are measurable goals written differently between CT and academics? A: No. All parts are the same between disciplines. However, in the COS, (Course
of Study), for each discipline, teachers have “Course Specific Standards,” “Learning Standards” or “Terminal Performance Objectives, aka TPO’s.” These “Course Specific Standards,” “Learning Standards” and “TPO’s” are the goals that YOU as the teacher will have to make measurable. (SIDE NOTE: At times, these standards already have measurable goals.)
Q: How do I do this? A: Just look at the next page…..
Learner (s) & Conditions Related
Action Word to Describe Learner Performance
Terminal Performance ObjectiveCourse Specific Standards
Learning Standards
Measurable Acceptable Performance
Learners: Your studentsConditions: In a large group In a small group Pair-share One-on-one Given a tool Given a topic Given a model Given a writing prompt Given a rubric, worksheet, etc…
Please refer to the REVISED BLOOM’s TAXONOMY Grid and
the Associated Action Verbs(Some objectives already will have
acceptable Action Words in the TPO, Course Specific Standards, Learning
Standards)
Look in your Program/Content Area’s
Course of Study
With _____% accuracy ______ % of the students will be
able to __________ _____% of my students will
perform _____% of the task. With ______ % needing
remediation There are many examples…
Examples: Using textbooks & work sheets students will
Describe and identify Accounting concepts With 80% accuracy based on textbook generated test
The student will Examine Controlled substance issues With a 90 % passage rate in a pass/fail test
Given a client or a mannequin, the student will
Demonstrate Hair cutting sectioning dividing the hair into 4 or 5 parting sections
With a 75 % success rate according to State Board industry standards
Given a rubric, Students will Demonstrate Framing a window With no critical errors and a score of 25 on the rubric.
Students will Analyze How the opening stanza of _________ poem structures the rhythm and meter of the poem and how the themes introduced by the speaker develop over the course of the text
With a 35 % on the first attempt
Given a set of manipulatives, all students will
Arrange The mathematical formula In the correct order
Given a rubric and a science topic, the student will
Design and conduct scientific investigations
With an 85 % completion within a week’s time.
Parts of a Measurable Objective-Formula Sheet
Bloom's taxonomy of cognitive objectives, originated by Benjamin Bloom and collaborators in the 1950's, describes several categories of cognitive learning. These stages can be useful when writing your goals and objectives. Recently Bloom’s was revised from noun form to verb
form. This taxonomy is now referred to as REVISED BLOOM’s. Listed below is a helpful chart describing each level of cognitive complexity and action verbs associated with each learning level. Use a variety of levels to reach your diverse student population.
Writing Objectives for Lesson Plans Using REVISED Bloom’s Taxonomy and Associated Action or Performance Verbs
Learning Level Description Associated Action Verbs
Remembering Ability to recall previously learned material define, describe, state, list, name, write, recall, recognize, label, underline, select, reproduce,
outline, match, retrieve, find…
Understanding Ability to grasp meaning, explain, re-state
ideas or concepts
identify, justify, select, indicate, illustrate, represent, name, formulate, explain, classify,
discuss, summarize,
Applying Ability to use learned material in new situations predict, select, assess, explain, choose, show, demonstrate, construct, compute, use, perform,
implement
Analyzing Ability to separate material into component
parts and show relationships between parts.
analyze, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, break down, criticize, interrogate, organize,
discriminate, distinguish
Evaluating Ability to judge the worth of material against
stated criteria and/or rubrics. Justify a decision
or course of action.
judge, evaluate, determine, recognize, support, defend, attack, critique, experiment, avoid,
select, choose, hypothesize, detect, monitor, coordinate, conclude
Creating Ability to generate new ideas, products or ways
of viewing things
design, constructing, plan, produce, invent, devise a procedure
LOW
ER TO HIGHER
-ORDER THIN
KING
Let’s Practice… Directions: Write your goal in the space below. Next, construct a measurable objective by filling in the necessary components in the space provided below.
Finally, write your measurable objective.
What is your Measurable Goal? ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________
Who are the Learners and what, if any, are the conditions?: ________________________________________________________________________________________________________ What action or learning level do I want them to perform (Revised Bloom’s)?: ________________________________________________________________________________________________________ Terminal Performance Objective/Course Specific Standards/Learning Standard): ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Measurable Acceptable Performance?: ________________________________________________________________________
Question & Answer• Any Questions?
Exit Ticket• Let’s revisit the quiz from the start of class