guidelines for effective lesson planning original power point from:
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The Infant Toddler Frameworks and the Frameworks for Three and Four Year Olds is where we need to start.TRANSCRIPT
Writing Measureable Objectives for Early Childhood
Guidelines for Effective Lesson Planning
Original Power Point from: http://www.uwsuper.edu/dl/loader.cfm?csModule=security/getfile&pageid=191952
Edited by Traci Johnston, Cindy Randolph, and Trude Puckett
Arkansas Frameworks The Infant Toddler
Frameworks and the Frameworks for Three and Four Year Olds is where we need to start.
How do you begin writing measureable objectives? Choose the
benchmark that relates to the task/activity you want to measure.
What do you want to observe a child doing if they have met/accomplished this benchmark?
Writing Measureable Objectives As you write measureable objectives,
you should remember the following :
Guidelines for Measureable Objectives Measureable
objectives guide the use of instructional activities
Guidelines for Measureable Objectives Measureable
objectives guide the selection of the materials you choose.
Guidelines for Measureable Objectives
Measureable objectives focus on learning outcomes for students,
NOT actions by the teacher.
Guidelines for Measureable Objectives Measureable
objectives are stated in terms of observable student outcomes.
Children will understand the parts of a book.
This is NOT a statement of an observable outcome.
“Understand” is a verb that cannot be measured objectively.
Guidelines for Measureable Objectives The child will name the parts of a
book when pointed to by the teacher 9 out of 10 times.
This is a statement of an observable outcome.
Guidelines for Measureable Objectives
Measureable objectives determine assessment and evaluation.
Writing Instructional Objectives Each objective will
contain four parts. It’s as easy as
ABCD! Audience Behavior Condition Degree
Audience The audience is always the
individual(s) for whom you are writing the objective.
This should be explicitly stated in your objective.
Only include one audience in each objective.
Examples: The child will… The infant will… The toddler will... The preschooler will… The kindergartener will…
Audience
The infant will make eye contact with the caregiver’s face when the caregiver talks 8 out of 10 times. (4.4.A)
The toddler will point to an object in a book when the caregiver names the object 7 out of 10 times. (6.3.B)
The preschooler will name an object in a book when the caregiver points to the object 8 out of 10 times. (3.3 and 3.4)
Behavior The behavior is always a
verb/action that you can measure or observe objectively.
Never use verbs like “learn, understand, comprehend” because they are hard to measure.
Only include one behavior in each objective.
Bloom’s Taxonomy should be used to make sure you are choosing behaviors that promote different levels of learning.
Bloom’s Taxonomy: Knowledge/Remembering Knowledge/Remembering
Recalls previously learned information
Knowledge Behaviors/Verbs/Actions Count Define Draw Find Identify Label Match
Name Quote Recall Recite RecordSelect State
Tell Sequence Write List Describe View Read
Bloom’s Taxonomy: Comprehension/Understanding
Comprehension/Understanding Comprehends/Understands the meaning
of instructions or problems
Comprehension Behaviors/Verbs/Actions Classify Cite Conclude Describe Discuss Estimate Explain Report Give examples Illustrate Locate Restate Review Summarize
Bloom’s Taxonomy: Application/Applying
Application/Applying Apply what has been learned in a new
situation
Application Behaviors/Verbs/Actions ApplyChangeChooseDemonstrateDiscoverDramatizeIllustrate
InterpretManipulateOperatePracticePredictPrepareProduce
ShowSketchSolveWrite
Bloom’s Taxonomy: Analysis/Analyzing Analysis/Analyzing
Separates materials or concepts into an organized structure that is understood
Distinguishes between facts and opinionsAnalyze
Behaviors/Verbs/Actions Analyze Categorize Classify CompareContrast Examine Experiment IdentifyIllustrate Model QuestionSelectSeparate
Bloom’s Taxonomy: Synthesis/Creating Synthesis/Creating
Put parts together to form a whole, with emphasis on creating a new meaning or structureSynthesis Behaviors/Verbs/Actions
ArrangeCategorizeCollectCombineConstructCreateDesignDevelop
ExplainPlanPrepareRecreateReorganizeRewriteSummarizeTell
Write
Bloom’s Taxonomy: Evaluation/Evaluating Evaluation/Evaluating
Make judgments about the value of ideas or materials
Evaluation Behaviors/Verbs/Actions ChooseCompareConcludeContrastDescribeEstimateEvaluate
ExplainInterpretRelatePredictRateSelect
Behavior
The infant will pull the cover off of an object that has been hidden 2 out of 3 times. ( 6.1.b)
The toddler will point to big/little objects when named by the teacher 3 out of 4 times. (6.1.c.)
The preschooler will recreate an auditory pattern through hand claps, foot taps, and leg flaps 7 out of 10 times. (3.12)
Condition The condition identifies
actions, materials and/or tools that will be accessible to the learner while his/her performance is evaluated.
This should be explicitly stated in your objective.
The condition should be the assessment used to evaluate learners.
Condition
The infant will respond to their name by turning their head 2 out of 3 times. (1.2.B)
The toddler will respond to verbal communication by following one step directions 3 out of 4 times. (4.3.C)
The preschooler will make appropriate predictions of whether objects can sink/float 8 out of 10 times. (3.23)
Degree The degree is the level of
proficiency required to indicate successful completion of the objective.
This should be explicitly stated in your objective.
Typically, you should not require your learners to be perfect to complete an objective, as this sets them up for failure.
Examples: 2 out of 3 (66%) 3 out of 4 (75%) 9 out of 10 times (90%)
Degree
The Arkansas Frameworks uses the following terms: Not yet – (0 – 30 %) – 3 or less than out
of 10 Emerging – (31 -69%) – 4 through 6
times out of 10 Consistently – (7 0 – 100%) – 7 through
10 times out of 10
DegreeThe infant will reach for toys and/or
objects when placed within reach 2 out 3 times. (5.2.A)
The toddler will respond to the cries of another child by patting/hugging the child as an expression of concern 3 out of 4 times. (3.3.C)
The preschooler will demonstrate independence by washing hands correctly without assistance 8 out of 10 times. (1.2)