1

Writing Meaningful Learning Objectives

Eisenhower High SchoolTuesday, September 18, 2012

3:15-4:15 PM

2

Agenda

1. Welcome – Teresa Lance2. Road mapping of PD opportunities for 2012-

2013 – Teresa Lance3. Writing Meaningful Learning Objectives –

Mac Moore4. Evaluation – Teresa Lance

3

This Afternoon’s Objective

Following implicit instruction in what makes a meaningful learning objective and demonstrations of how to write them, participants will 1. work in groups to analyze and, if

necessary, improve an objective from today’s lesson;

2. share their work with the larger group.

4

What is a meaningful learning objective?

Meaningful learning objectives contain specific, observable, and measurable learning outcomes.

5

Four Components:

1. conditions (the set-up for success), 2. audience (students),3. behavior (the action verb – the most

important element), 4. standard (here “standard” means

measurable action)

6

Checklist for Meaningful Learning Objectives

1. Does it contain the four basic parts (condition, audience, behavior, standard) stated in precise, observable, measurable terms?

2. Is the objective aligned to state standards and/or Common Core standards?

3. Does it tell what the learner will be able to do at the end of the lesson?

4. Is it realistically obtainable during the activity?

7

Sample SS Objective

Summarize changed perceptions of Africa

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

8

Sample SS Objective

Students will summarize their changed perceptions of Africa.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

9

Sample SS Objective

After reading a variety of passages and constructing maps, students will summarize their changed perceptions of Africa.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

10

Sample SS Objective

After reading a variety of passages and constructing maps, students will summarize their changed perceptions of Africa through an oral presentation to the class.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

11

Checklist for Meaningful Learning Objectives

After reading a variety of passages and constructing maps, students will summarize their changed perceptions of Africa through an oral presentation to the class.

1. Does it contain the four basic parts (condition, audience, behavior, standard) stated in precise, observable, measurable terms?

2. Is the objective aligned to state standards and/or Common Core standards?

3. Does it tell what the learner will be able to do at the end of the lesson?

4. Is it realistically obtainable during the activity?

12

Sample Math Objective

Students will measure and calculate the surface area of rectangular prisms found around the house.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

13

Sample Math Objective

Having taught the appropriate formulas and established their practical use, students will measure and calculate the surface area of rectangular prisms found around the house.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

14

Checklist for Meaningful Learning Objectives

Having taught the appropriate formulas and established their practical use, students will measure and calculate the surface area of rectangular prisms found around the house.

1. Does it contain the four basic parts (condition, audience, behavior, standard) stated in precise, observable, measurable terms?

2. Is the objective aligned to state standards and/or Common Core standards?

3. Does it tell what the learner will be able to do at the end of the lesson?

4. Is it realistically obtainable during the activity?

15

Sample Science Objective

Analyze how humans interact with the water, carbon , and energy cycles.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

16

Sample Science Objective

Students will analyze how humans interact with the water, carbon, and energy cycles.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

17

Sample Science Objective

Students will analyze how humans interact with the water, carbon, and energy cycles by adding the effects of teacher created scenarios to their drawings.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

18

Sample Science Objective

Using drawings they have already created, students will analyze how humans interact with the water, carbon, and energy cycles by adding the effects of teacher created scenarios to their drawings.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

19

Checklist for Meaningful Learning Objectives

Using drawings they have already created, students will analyze how humans interact with the water, carbon, and energy cycles by adding the effects of teacher created scenarios to their drawings.

1. Does it contain the four basic parts (condition, audience, behavior, standard) stated in precise, observable, measurable terms?

2. Is the objective aligned to state standards and/or Common Core standards?

3. Does it tell what the learner will be able to do at the end of the lesson?

4. Is it realistically obtainable during the activity?

20

Sample ELA Objective

Demonstrate understanding of words from context clues.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

21

Sample ELA Objective

Students will demonstrate understanding of words from context clues

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

22

Sample ELA Objective

Following a review of types of context clues and signal words, students will demonstrate understanding of words from context clues

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

23

Sample ELA Objective

Following a review of types of context clues and signal words, students will complete context clue tasks in order demonstrate understanding of words from context clues.

1. conditions (the set-up for success),

2. audience (students),3. behavior (the action

verb – the most important element),

4. standard (here “standard” means measurable action)

24

Checklist for Meaningful Learning Objectives

Following a review of types of context clues and signal words, students will complete context clue tasks in order demonstrate understanding of words from context clues.

1. Does it contain the four basic parts (condition, audience, behavior, standard) stated in precise, observable, measurable terms?

2. Is the objective aligned to state standards and/or Common Core standards?

3. Does it tell what the learner will be able to do at the end of the lesson?

4. Is it realistically obtainable during the activity?

25

Give It a Try: Objective

Following implicit instruction in what makes a meaningful learning objective and demonstrations of how to write them, participants will 1. work in groups to analyze and, if

necessary, improve an objective from today’s lesson;

2. share their work with the larger group.

26

Give It a Try: Directions

1. Work in groups, no larger than four.2. Pick one objective from a lesson plan taught today.3. Analyze it to see if it has all four parts, if not, work

together to add them.4. Check it against the Checklist for Meaningful

Objectives.5. Record your final product on a sheet of chart paper,

underlining the original objective.6. Share out with the larger group 1) what your group

started with and 2) how you changed it and why.

27

Give It a Try: Sample

After reading a variety of passages and constructing maps, students will summarize their changed perceptions of Africa through an oral presentation to the class.

28

Give It a Try: Share Out

BRIEFLY1. Share the original objective.2. Share your final product and the thinking

that went into it.

29

Closure

1. How has your thinking about objective writing changed?

2. Any “Aha!” moments?

30

Need Additional Assistanceor

Reassurance?

Contact your instructional coaches:•Chuck Force•Carrie Hogue•Mac Moore•Diana Roth

31

Evaluation

1. Please complete your evaluation.2. Make sure you have the CPDU form.

Next Professional Development:Date: Tuesday, October 2, 2012Time: 3:15-4:15 PMTopic: Rigor and Relevance