report on maed objectives

8/11/2019 Report on MAED Objectives

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Writing Lesson Objectives

Using Blooms Taxonomy

EDSU533


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Benjamin Bloom

Taxonomy ofEducational Objectives(1956)

Various types of learning

outcomes within thecognitive domain Objectives could be

classified according totype of learner behavior

described A hierarchical relationship

exists among the varioustypes of outcomes

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge


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Blooms Learning Domains

Affective- feelings, emotions and behavior, ie.,attitude, or 'feel'

How emotions affect learning

Emotions, feelings, values, likes, desires

Behavioral- Psychomotor and Multisensory - manualand physical skills, ie., skills, or 'do'

How the movement of the body is involved inlearning

Actions, physical, doing

Cognitive- intellectual capability, ie., knowledge, or'think'

Learning factual information

Developing higher-level thinking and analyticalskills

Thoughts, understanding, conceptual knowledge


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Blooms Taxonomy:Cognitive Domain in Action

KNOWLEDGE: define, list, name, memorize

COMPREHENSION: identify, describe, explain

APPLICATION: demonstrate, use, show, teach ANALYSIS: categorize, compare, calculate

SYNTHESIS: design, create, prepare, predict

EVALUATION:judge, assess, rate, revise


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Thinking Levels

Ask students to demonstrate: Knowledge- recall information in original

form

Comprehension - show understanding

Application- use learning in a newsituation

Analysis- show s/he can seerelationships

Synthesis- combine and integrate partsof prior knowledge into a product, plan,or proposal that is new

Evaluation- assess and criticize on basisof standards and criteria


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Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Creatingdesigning, constructing, planning,producing, inventing, devising, making

Evaluatingchecking, hypothesizing,critiquing, experimenting, judging, testing,detecting, monitoring

Analyzingcomparing, organizing,deconstructing, attributing, outlining, finding,structuring, integrating

Applyingimplementing, carrying out, using,executing

Understandinginterpreting, summarizing,

inferring, paraphrasing, classifying,comparing, explaining, exemplifying

Rememberingrecognizing, listing,describing, identifying, retrieving, naming,locating, finding

http://uwf.edu/cutla/assessstudent.cfm

Blooms Revised Taxonomy
http://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfmhttp://uwf.edu/cutla/assessstudent.cfm


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Blooming Questions

Knowledge or RememberingRecalling Information WhereWhatWhoHow many

Comprehension or Understanding Tell me in your own wordsWhat does

it mean? Give me an example, describe,

illustrate

ApplicationUsing learning in anew situation What would happen if? Would you

have done the same? How wouldyou solve this problem?

In the library, locate and reportinformation about.


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Framing Essential Questions

Essential Questions at the top ofBlooms Taxonomy Create- innovate

Evaluatemake a thoughtfulchoice between options, with thechoice based on a clearly statedcriteria

Synthesizeinvent a new or

different version Analyzedevelop a thorough

and complex understandingthrough skillful questioning.


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Highest Levels of Questioning

Evaluation and Synthesis Judgment based on Criteria

Literature

Would you recommend this book

WHY or WHY not? Select the bestWHY?

Which person in history would youmost like to meetand WHY?

Is the quality good or bad? WHY? Could this story have happened?

WHY?

Creating at top of revised BloomsTaxonomy -Innovation


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More Blooming Questions

AnalysisAbility to seeparts/relationships

What other ways? Similar/Different(Venn)

InterpretationWhat kind of person?What caused the person to react in thisway? What part was most exciting,sad?

SynthesisParts of information tocreate original whole

What would it be like if? Design,pretend, use your imagination, write anew ending


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Components of a Lesson Objective

Avoid terms that cannot beclearly understood by the reader.

Communicate an objective as

clearly as possible. Describe intended instructional

result by describing the purpose

of the instruction.

Exclude the greatest number ofpossible meanings other than the

one intended.


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What do you want your students to learnas a result of this lesson?

Three-step process below for creating defining learning objectives.1. Create a stem

After completing the lesson, the student will be able to . . .

After this unit, the student will have . . .

By completing the activities, the student will . . .

At the conclusion of the course/unit/study the student will . . .

2. After you create the stem, add an action verb: analyze,recognize, compare, provide, list, etc.

3. One you have a stem and a verb, determine the actual product,process, or outcome: After completing these lesson, the student

will be able to. create Venn Diagrams which compare and contrast . . .

demonstrate learning by producing a

solve a numerical expression using..(the standard order ofoperations, etc.)

http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htmhttp://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm


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Refer to explicit rather than vague behaviors Asking students to "grasp the significance," or

"appreciate" something will only lead toconfusion. Using more explicit behaviors such as"identify," or "sort," will clarify the performanceexpected of students.

Table on next slide lists:

explicit behaviors representative of different levels

of cognition or thinking common products or outcomes of those

behaviors

How to Write Goals for Specific Behaviors

Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
http://www.edtech.vt.edu/edtech/id/assess/behavior.htmlhttp://www.edtech.vt.edu/edtech/id/assess/behavior.html


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Know

Remember

Comprehend

Understand

Use

Apply

Analyze

Take Apart

Synthesize

Create New

Evaluate

Judge

Behaviors:

Action Verbs

name

memorize

record

list

match

write

state

repeat

describe

discuss

give examples

locate

tell

findreport

predict

review

recognize

estimate

translate

practice

illustrate

sketchsolve

show

employ

sort

classify

distinguish

experiment

compare

contrastdiagram

debate

solve

examine

inventory

design

plan

propose

arrange

assemble

develop

produce

organize

manage

revise

rate

value

appraise

decide

choose

score

select

assess

debate

recommend

Products:

Outcomes

Assignments

Assessments

Presentations

Experiments

Performances

factsevents

models

filmstrips

books

puzzlesstories

games

journals

illustrations

drawings

maps

sculpturesdiorama

scrapbook

mobile

collections

diagrams

graphssurveys

questionnaires

reports

objects

news

articlespoems

machines

songs

plays

hypotheses

polls

panelsrecommendations

discussions

simulations

evaluations

surveys

Blooms Original Taxonomy withAction Verbs and Products

Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html
http://www.edtech.vt.edu/edtech/id/assess/behavior.htmlhttp://www.edtech.vt.edu/edtech/id/assess/behavior.html


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How will you measure learning outcomes?

What will students say or do to

show you objectives were met?

What will you collect to show

students learning (portfolios,observations, work samples,

photographs, etc.)

How will you evaluate student

work?

How will you grade the

student?


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Theory of Backwards Design

Understanding by Design:Wiggins & McTighe

What are the big ideas? Core concepts

Focusing themes

On-going debates/issues Insightful perspectives

Illuminatingparadox/problem

Organizing theory

Overarching principle Underlying assumption

Whats the evidence?

How do we get there?

Represent a big idea havingenduring value beyond the

classroom

Reside at the heart of thediscipline (involve doing

the subject)

Requireuncoverage (ofabstract or oftenmisunderstood

ideas)

Offerpotential for

engagingstudents

EnduringUnderstanding


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Will this lesson lead to enduring

understanding?

Worth being familiar with

Important to know and do

Enduring

Understanding


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Assessment: How do you measurewhat students have learned?

Traditional quizzes

and tests

Paper/pencil

Selected response Constructed response

Performance tasks

and projects

Open-ended Complex

Authentic

Worth being familiar with

Important to know and do

EnduringUnderstanding

Understanding by Design


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Rubrics and Checklists forAlternative Performance Assessment

Rubric - a scoring guide forevaluating student performance

Allows for a variety of criteria orcategories to be evaluated on asliding rating scale (not subject to

one final percentage score as intesting)

A way to measure real-life,authentic learning experiences inthe classroom

Provides a guide for students indetermining expectations ofassignments

Shows students and parents howthe teacher is judging student

performance


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How will you use the results of your

assessment to plan your next lesson?

How will your assessment guide your teachingpractice?

What needs to be "re-taught" and how can youteach it differently when assessmentdemonstrates that some students did not learnthe material? Is there a better way to teach thismaterial?

What will you do differently next time?

How could you extend this activity for anotherlesson?

Was your instruction effective in promotingstudent learning?

Reflective Practitioner

report on maed objectives

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