lesson plan goals and objectives. the first step in planning an instructional lesson is to have a...
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Lesson Plan
Goals and Objectives
The first step in planning an instructional lesson is to have a very accurate idea of exactly
what learning you want to take place
This should be based on the needs of the specific audience
you are trying to teach.
1- Define your topic and goals
Example of a goal,
Many of our students have bicycles. Most of them ride after school.
In warm weather many ride them to and from school. We need to instill in our students proper and safe ways
to operate their bikes.
Define the Audience
Accurately define the characteristics of your audience.
The motivation, age, prior knowledge or training, and the environment
in which they live must be taken into account in this audience definition
Example of Audience Description,
The audience will be second graders of average to above average Intelligence. They live in a large, urban, community in
New York City. The students are curious and very interested
in environmental matters. The school lacks well equipped Audio-Visual resource room.
Students have already learned how to…..
3- Develop your objectives
Students usually do not know what is important to focus onDuring the instruction.
They need some specific, concrete, and measurable, Objectives.
An instructional objective is a statement
not of what the instructor
plans to put into the lesson but of what the learner
ought to get out of the lesson
The statement of objectives should be as specific as possible.
For example,
‘My students will improve their mathematical skills”Is far too general to qualify as a specific lesson objective.
it does, however, qualify as a goal- a broad statement of the purpose.
The second-grade students will be able to solve correctly any single-digit addition problem.
A good example,
Why should we state instructional objectives?
1- In order to make appropriate selection of methods (sequence of activities)and media selection.
2- to prepare the environment an equipments.
3- to help assure proper evaluation. The teacher will have a criterion to evaluate whether students have achieved an objective.
4- students will know what is expected of them.
5- the objectives is contract between the teacher and the learner.
Four characteristics of Well-Stated Objectives
1- Audience2- Behavior
3- Conditions4- Degree
Behavior
What the learner be able to do after completing instruction?
Know, understand, really understand, appreciate, fully appreciate, grasp the significance of,
enjoy, believe, have faith in,Internalize, learn
Words open to many interpretations
Vague terms such asdo not
communicate your aim clearly.
Verbs open to fewer interpretations
Write, recite, define, identify, sort, predict, solve, state, construct, demonstrate, build, classify, compare, contrast,
smile, describe, categorize, name.
which denote observable performance
Add, alphabetize, analyze, apply, arrange, assemble, attend, bisect,
Build, carve, categorize, choose, classify, color, compare, complete, compose, compute, conduct, construct,
Contrast, convert, correct, cut
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More examples
Four characteristics of Well-Stated Objectives
1- Audience2- Behavior
3- Conditions4- Degree
A statement of objectives should include the conditions
under which the performance is to be observed.
What tools or equipment will the student be allowed
or not allowed to use in demonstrating mastery of the objectives
For example, are students allowed to use notes
in describing the consequences of excessive use of alcohol?
Without notes, textbook, or any library materials, the student will be able to write a 300-word
essay on the relationship of nutrition to learning.
Given a political map of Europe, the student will be able to
mark the major coal-producing areas
More Examples
Four characteristics of Well-Stated Objectives
1- Audience2- Behavior
3- Conditions4- Degree
Degree
Well-stated objectives should indicate the standard, or criterion, by which
acceptable performance will be judged.
What degree of accuracy or proficiency must the learner display?
How well a student should perform the taskHow quickly must the observable behavior be performed?
How accurate must a behavior be performed?How perfect should a task be performed?
Sometimes qualitative criteria, should be used such asOriginality, flexibility, fluency,…etc.
Example
Classification of objectives
Three categories (or domains), of learning are widely used
Cognitive SkillsAffective Skills
Motor Skills
Cognitive Skills
1. Knowledge of specific information
2. Comprehension or low level understanding
3. Application of a rule or principle
4. Analysis of an idea’s parts and relationships
5. Synthesis or put the parts together for new
6. Evaluation or making judgments about materials and methods
LEVEL 1: KNOWLEDGE
Knowledge of: •specifics •ways or means of dealing with specifics •the universals and abstractions in a field You're expecting the learner to:•remember an idea phenomenon, or a fact in somewhat the same form in which they learned it.
For example you might design a learning objective which requires the learner to:
•Write (or tell) the formula for the area of a triangle •Spell the word "taxonomy" •List the names of U.S. presidents since 1980. •Recite the poem "Auto Wreck"
More Examples
telltell writewrite underlineunderline point topoint to tallytally transfertransfer reciterecite identifyidentifyselectselect matchmatch showshow sortsort spellspell holdhold checkcheck SaySay
touchtouchcitecite choosechoose arrangearrange findfind groupgroup labellabellocatelocate namename offeroffer omitomit pickpick quotequote repeatrepeat ResetResetlistlist
Comprehension: •Translation •Interpretation •Extrapolation You're expecting the learner to:Communicate an idea or thing (event) in a new or different form (Comprehension ) See relationships among things. It may also mean qualifying ideas in relation to one's own experiences (Interpretation) Project the effect of things (Extrapolation)
LEVEL 2: COMPREHENSION
For example you might design a learning objective which requires the learner to:
Reword the "Pledge of Allegiance" (Comprehension)
Explain the meaning of FDA's "Four Freedoms." (Interpretation)
Offer three ways of life in prison that would change if inmate were allowed to dress as they please. (Extrapolation)
Translate Translate Interpret Interpret Extrapolate Extrapolate changechange rewordreword construeconstrue renderrender convertconvert expandexpand transformtransform alteralter
varyvary retellretell qualifyqualifyinferinfer definedefine explainexplain construeconstrue spell outspell out outlineoutline annotateannotate expoundexpound account foraccount for
restaterestateprojectproject proposepropose advanceadvance contemplatcontemplatee submitsubmit advanceadvance offeroffer calculatecalculate schemescheme contrivecontrive moderatemoderate
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LEVEL 3: APPLICATION
Application is described by Bloom as "the use of abstract forms in particular and concrete situations. The abstractions may be in the form of general ideas, rules or procedures, generalized methods." You're expecting the learner to:use what they know (data) from a variety of areas to find solutions to problems relate or apply ideas to new unusual, or noble situations
For example, you might design a learning
objective which requires the learner to:
•Make use of the clothes you are wearing to stay afloat for several hours
•Utilize a pail and mop to remove the water from a
plugged sink
relaterelate utilizeutilize solvesolve adoptadopt employemploy useuse availavailcapitalize oncapitalize on consumeconsume exploitexploit profit byprofit by mobilizemobilize operateoperate
plyply handlehandle manipulatemanipulate exertexert exerciseexercise trytrydevotedevote wieldwield put in actionput in action put to useput to use make use fmake use f take uptake up developdevelop
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LEVEL 4: ANALYSIS
Analysis of: •elements •relationships •organizational principles You're expecting the learner to:•break something down into its component arts •uncover the unique characteristics of a "thing"
For example you might design a learning objective which requires the learner to:
Simplify "ballet" to its basic moves
Take apart an alarm clock
Inspect the house for poor workmanship
Search the "Last Supper" to uncover as many principles of art as possible
break downbreak down uncoveruncover look intolook into dissectdissect examineexamine take aparttake apartdividedivide simplifysimplify reasonreason includeinclude deducededuce syllogizesyllogize checkcheck
auditaudit inspectinspect sectionsection canvasscanvass scrutinizescrutinize siftsift comparecompareassayassay test fortest for surveysurvey searchsearch studystudy checkcheck screenscreen
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LEVEL 5: SYNTHESIS Synthesis •communicating in a unique way •developing a plan or proposing a set of operations •developing a set of abstract relations (to hypothesize) You're expecting the learner to:•think creatively (divergently) •to make or create new or original "things" •take "things" and pattern them in new ways
For example you might design a learning
objective which requires the learner to:
Develop a way to teach the concept of "adjective."
Create a new opening line for the song "Mary Had a
little Lamb."
Combine elements of drama, music, and dance into a stage presentation.
createcreate combinecombine buildbuild compilecompile makemake structurestructure reorderreorderreorganizereorganize develop[develop[ produceproduce composecompose constructconstruct blendblend
breedbreed causecause effecteffect generategenerate evolveevolve yieldyieldmature make upmature make up form constituteform constitute originateoriginate conceiveconceive formulateformulate inventinvent
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LEVEL 6: EVALUATE Evaluation: •in terms of internal criteria •in terms of external criteria You're expecting the learner to:•make judgments about "things" based on either external or internal conditions or criteria •rate ideas, conditions, objects •accept or reject "things" based on standards
For example you might design a learning objective which requires the learner to:
Decide which candidate would best fill the position of principal
Award the contract to the best proposal
Rank the principles of "good sportsmanship” in order of importance to you
Recite the poem "Auto Wreck"
judgejudge decidedecide raterate prioritizeprioritize appraiseappraise settlesettleassayassay rankrank weighweigh acceptaccept rejectreject classifyclassifydeterminedetermine
assessassess refereereferee umpireumpire adjudgeadjudge gradegradearbitratearbitrate decreedecree rule onrule on awardaward criticizecriticize censurecensure
Affective Domain
Affective domain
1- Receiving – attracting the learner’s attention2- Responding- learner willing to reply or take action3- Valuing- committing oneself to take an attitudinal position4- Organization- making adjustments or decisions from among several alternatives5- Characterization- of a value complex – integrating one’s beliefs. Ideas, and attitudes into a total philosophy
1- RECEIVING
Student's willingness to attend to classroom activity Getting, holding, and directing students' attention
Example ObjectivesThe student will show awareness of class proceedings.
Listens attentively Shows awareness of the importance of learning Attends closely to the classroom activitiesAsks, chooses, describes, follows, holds, locates, selects, replies, uses
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2- RESPONDING Active participation on the part of the student
Example,
The student will willingly answer questions
More Examples,
Completes assigned homework Participates in class discussion Volunteers for tasks Shows interest in subject Enjoys helping others
Answers, assists, conforms, greets, discusses, helps, performs, presents, reads, recites, tells, writes
3- VALUING
The worth or value a student attaches to a particular object or behavior
Example,
The student will express strong opinions on issues under discussion
More Examples,
Demonstrates beliefs in the democratic process Shows concern for the welfare of others Demonstrates problem solving attitude Demonstrates commitment to social improvement
Completes, describes, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, shares, studies, works
4- ORGANIZATION
Bringing together different values, resolving conflict between them and beginning the building of a consistent value system
Example,
The student will criticize arguments and positions presented in class.
More Examples,
Recognizes the need for balance between freedom and responsibility in a democracy Accepts responsibility for his or her own behavior Understands and accepts own strengths and limitations Formulates a life plan in harmony with his abilities, interest, beliefs
Adheres, alters, arranges, combines, compares, defines, explains, identifies, modifies, orders, prepares, relates, synthesizes
5- VALUE OR VALUE COMPLEX The individual has a value system that has controlled his or her behavior for a sufficiently long time for him or her to have developed a "life style"
Example, The student will demonstrate a philosophy of life by the consistency of his or her daily actions.
More Examples,
Demonstrates self-reliance in working independently.Cooperation in group activities Punctuality and self disciplineActs, discriminates, displays, influences, listens, modifies, performs, practices, qualifies, questions, solves, uses, verifies.
Motor Skill Domain
Motor Skill domain
1- Gross body movements- arms, shoulders, feet, and legs2- Finely coordinated movements – hand and fingers, hand and eye , hand and ear, hand, eye, and foot3- Nonverbal communication – facial expression, gestures, bodily movements4- Speech behaviors- sound production and projection. Sound-gesture coordination
Reflex Movement
To flex, to stretch, to straighten, to extend, to inhibit, to lengthen, to shorten, to tense, to stiffen, to relax Reflexes
The child will turn his or her head toward a loud sound.
Fundamental Movements
To crawl, to creep, to slide, to walk, to run, to jump, to grasp, to reach, to tighten, to support, to handle, changes location, moves in space while remaining in one place, moves extremities in coordinated fashion
The child will crawl on hands and knees.
Perceptual Abilities
To catch, to bounce, to eat, to write, to balance, to bend, to draw from memory, to distinguish by touching, to explore, Discriminates visually, discriminates auditory, discriminates kinesthetically discriminates tactually,coordinates two or more perceptual abilities
The child will walk a balance beam.
Physical Abilities
To endure, to improve, to increase, to stop, to start, to move precisely, to touch, to bend Exerts tension, moves quickly, stops immediately, endures fatigue
The learner will catch a volleyball that is thrown
Skilled Movements
To waltz, to type, to play the piano, to plane, to file, to skate, to juggle, to paint, to dive, to fence, to golf, to change
Changes or modifies basic body movement patterns, uses a tool or implement in adaptive or skilled manner
The learner will dance a demonstrated routine.
Nondiscursive Communications
To gesture, to stand, to sit, to express facially, to dance skillfully, to perform skillfully, to paint skillfully, to play skillfully Moves expressively, moves interpretatively, communicates emotions, communicates esthetically, expresses joy.
The learner will pantomime a work given to him or her by the teacher.