Chapter 4:

Planning Educational Outcomes

Presented by:

April Gannon & Lizzy Allen

I. Objectives and Understanding Performances

• Definition: Activities that require students to demonstrate understanding by using information in new situations.

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• Apply specific knowledge and skills within a meaningful context

• This is only meaningful if it has been carefully designed to meet important higher level learning objectives.

4.1

Understanding Performances

Characteristics for understanding performance

• Relates to important learning goals• Allows students to develop and apply through

practice• Engages students multiple learning styles and

encourages diverse forms of expression• Promotes reflective engagement in challenging,

yet approachable tasks• Requires students to perform in ways that others

can view and respond

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Guidelines for selecting knowledge to be taught for understanding

1. Represent a big idea while continuing value beyond the classroom

2. Reside at the heart of discipline

3. Require undercover (of abstract or often misunderstood ideas)

4. Offer potential for engaging students

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II. Instructional Objectives

• Definition: a specific statement of what the student will know or be able to do after the unit or lesson ends.

Examples of Instructional Objectives

1. Analyze and explain the different causes of the Civil War.

2. Strive to value and appreciate the perspectives of others.

3. Summarize the main points of the Declaration of Independence.

Complete Instructional Objective Examples

1. Describe the conflict between the views of Confederates and Union by writing an original short story that reflects the views held during the Civil War period.

2. Create an original five line poem or song lyric related to the Civil War period that’s similar in style to those presented in class.

3. Develop an argument by writing a one page essay explaining why the concept of equality was considered during the Civil War period.

The Learning Process

• Definition: Breaks down tasks into higher and lower learning levels to determine what students should do with the content that is presented to them.

ABCD Instructional Objectives

–Audience

–Behavior

–Conditions

–Degree

Audience (who)• The student/students

• Examples – Students in language arts will..– Art students will be able to..– Fifth grade students will demonstrate the

ability to..

Behavior (what)• Definition: what the student will actually do

• Examples:– Draw a circle.– Answer math problems.– Spell a word.

Conditions (How) • Definition: The materials or motivational

resources

• Examples:– Using the outline map provided..– Given a calculator..– As a volunteer..

Degree (to what extent or standard)

• Definition: the amount/level of quality

• Examples:– Achieving 7 out of 10 correct– With 75% accuracy– Listing at least 3 reasons

III. Learning Objectives

• Bloom’s Taxonomy- educational objectives first conceived by Benjamin Bloom in the 1950’s– Knowledge– Comprehension– Application– Analysis– Synthesis– Evaluation

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Knowledge

• Definition: Students can remember information they previously learned.

• Verbs used: recall, list, identify, name, label, underline, place in order.

• Example: – Identify circles, squares, and triangles in a

pattern

Comprehension• Definition: students can express previously

learned material in their own way.

• Verbs: Define, put in your own words, summarize, illustrate, demonstrate

• Example: – Describe the pattern in a drawing.

Application

• Definition: students can apply previously learned material to newly taught material.

• Verbs: classify, apply, find, choose, sort, organize

• Example: – Sort series of shapes into those that are

patterns and those that are not

Analysis• Definition: students can break down

material and explain why it’s organized the way it is, what caused it to be, or make predictions.

• Verbs: compare and contrast, analyze, explain why, show how, draw a diagram

• Example:– Listen to a piece of music and describe the

patters in rhythm and melody

Synthesis• Definition: students can make an original

product using simple components

• Verbs: create, build, compose, write, solve, perform, establish, predict, modify, plan

• Example:– Create an original rhythm pattern using hands

and feet

Evaluation• Definition: students can use previously

learned standard/criteria to determine the worth of a complex product

• Verbs: defend or reject, justify, argue, decide, develop and critique, judge

• Example:– Determine which of 3 books have the most

interesting pattern and explain why

Activity

Key Points to Remember:

• ABCD– Audience, Behavior, Conditions, Degree

• Bloom’s 6 Taxonomies– Knowledge, Comprehension, Application,

Analysis, Synthesis, Evaluation

When preparing your lesson plans consider using

both learning and instructional objectives to

create better understanding