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Teacher Work Sample Part 2:Learning Goals and Objectives
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Requirements:
• Goals & Objectives• TWS Standard• The candidate sets significant, challenging, varied, and
appropriate learning goals and objectives.• • Task• Provide and justify the goals and objectives for the unit.•
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Prompt
• List the goals and objectives (not the activities) that will guide the planning, delivery, and assessment of your unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied, and appropriate. The objectives should define what you expect students to know and be able to do at the end of the unit. There should be a sufficient number of objectives for each respective goal to provide evidence of goal achievement.
• Show how the goals and objectives are aligned with state standards.
• Identify the Blooms level of each goal and objective.•
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Why we mention Bloom Taxonomy in evaluating & developing lesson objectives.
• Who was Bloom?• Benjamin Bloom was an educational psychologist who, in
1956, created a conceptual framework for student learning objectives. Despite certain objections and modifications, Bloom’s Taxonomy is still being widely used today.
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What is Bloom’s taxonomy? • The original Bloom model was revised in 2001 to enable
educators to gain a more thorough understanding of the learning process. This revision brought greater focus on actionable verbs within the hierarchy of the six categories, as seen in the diagram below
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Bloom's Taxonomy through Graphics • graphics can be incorporated into introducing Bloom's
taxonomy. The pyramid chart lists the sequence of Bloom's Taxonomy very simply.
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Bloom’s Original Taxonomy (Bloom & Krathwol, 1956)
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Bloom’s Original Taxonomy (Bloom & Krathwol, 1956)
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• The following is labeled as a pie chart. A pie chart can be used in many different ways. this is one example of how graphics can help students understand the way Bloom's taxonomy works.
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• The following is called a mind map. It can be somewhat confusing for some students, but is also a great way to get students thinking and seeing the flow of things throughout Bloom's Taxonomy
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Why use the taxonomy to develop objectives?
• Basically, incorporating Bloom’s Taxonomy into lesson objectives will enable both you and your learners to visualize the ‘bigger picture.’ More importantly, we as teachers can use the cognitive domain of the Taxonomy to realize what exactly we are asking learners to do in class. Let’s look at each level and see what it means in terms of developing an objective. -
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Applying Blooms Taxonomy Through the Use of Verbs
• 1. Remembering
• At the most basic level of the framework, learners are asked to recall information.
• Defining terms and correctly identifying the meaning of certain words are typical course book tasks that represent this level.
• Example objective: ‘Learners will be able to match vocabulary items to the correct definitions.’
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• 2. Understanding:
• At this level, learners are asked typically required to interpret facts and compare and contrast newly learned information.
• True or false activities and reading comprehension questions are at the understanding level
• . Example objective: ‘Learners will be able to answer comprehension questions for a reading text.’
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• 3. Applying
• At the applying level, learners apply concepts and techniques that they learned in class to authentic situations.
• A typical task at this level would be to write a paragraph based on a model presented in the course book.
• Example objective: ‘Learners will be able to write a paragraph based on information given in a table.’
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• 4. Analyzing
• At the next level, learners are required to uncover patterns and discover meaning by differentiating information
• . Grammar boxes that require learners to deduce the rules are examples of activities at this level.
• Example objective: ‘Learners will be able to deduce the grammar rules for using who and whose in relative clauses.’
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• 5. Evaluating
• At the evaluating knowledge level, teachers are starting to really challenge learners to build up high-level critical thinking skills.
• Tasks might include, for instance, making choices about a text and providing evidence for these choices.
• Example objective: ‘Learners will be able to identify the author’s stance and provide evidence to support this viewpoint.’
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• 6. Creating
• At the highest level of Bloom’s Taxonomy, learners are required to create some kind of tangible product.
• We typically see such activities at the end of a course book unit, in which all of the input leads to the production of a poster or a set of rules, or some such interpretation of what has been learned.
• Example objective: ‘Learners will be able to create a PowerPoint presentation summarizing what they have learned about today’s topic”
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Blooms Taxonomy Verbs
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Guidelines for Learning Goals• Concise: one or two sentences in length
• Focused: on the standards-based concepts and information the student will learn
• Specific: describes precisely what the learner is expected to know
• Outcome-Based: describes what the learner will know after instruction, not on learning activities
• Describes expected knowledge: describes the desired information, concepts or ideas students are expected to learn, not merely a direction of change or a teacher activity
• Format: written as a “The student will know that……. statement
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A well written objective……• Focuses on what the student will do to demonstrate what they
have learned with regard to the learning goal…• …not on learning activities they will do.• Focus on DEMONSTRATING learning goal CONCEPTS
and SKILLS, rather than on activities.
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Objectives are…
• . . . specific
Objectives are very specific. This means that they should describe precisely what the learner is expected to do to demonstrate knowledge of concepts or skills.
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Objectives are …
.. .measurable
Objectives are measurable. This means that objectives should describe learning goal outcomes that can be measured; objectives should be seen or heard.
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Observable, Measurable Action Verbs
• Remember---define, describe, find, identify, list, name, etc.
• Understand---arrange, interpret, clarify, paraphrase, translate, etc.
• Apply---demonstrate, execute, carry out, illustrate, implement, etc.
• Analyze---differentiate, select, organize, integrate, outline
• Evaluate---assess, defend, evaluate, predict, support, justify, etc.
• Create---compose, generate, formulate, plan, design, produce, construct, etc.
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Requirements:
• • From three to five of them• • Measurable – something you can assess• • Challenging – push your students to achieve• • Varied – both depth and breadth• • Appropriate – goals have to fit your context• • Linked to Next Generation Sunshine State Standards• • Apply to the whole unit
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Depth of Knowledge(DOK Levels)
1) Recall---list, identify, quote, recite, state, define, calculate, name
2) Skill/Concept---categorize, classify, estimate, predict, construct, identify patterns, compare, make observations
3) Strategic Thinking---formulate, hypothesize, cite evidence, compare, investigate, develop a logical argument
4) Extended Thinking---connect, synthesize, critique, analyze, create, prove
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Objectives are…• . . .outcome based
Objectives are outcome based. This means that the objective is going to state what the learner should be able to do after the instruction is complete. The process of how the instruction happens is not considered in an objective.
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Of note…
• Avoid words like understand, learn, and know. They are not measurable because there is no product involved.
• Sometimes the degree of accuracy is implied by words such as correctly, accurately and successfully.
• Not all lessons result in a tangible product. Therefore, when students verbally demonstrate their learning, the measurable action involves telling, explaining, or discussing.
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Objectives…• . . .describe student behavior
Objectives describe student behaviors. This means that objectives should relate what the student should be able to do after the instruction.
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TWS Part 2: Learning Goals
why? This part is important?It shows your mastery of writing Learning goals and objectives.
• What do you want students to know or be able to do as a result of your planning and instruction?
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• Goals reflect varied levels of learning and are significant and challenging
Use a learning theory, such as Blooms’ revised Taxonomy, to indicate the different levels of learning of your goals.
You should have 3 to 5 learning goals. Too few and it’s hard to show different levels of learning; too many
and your TWS will get too long as you deal with each goal in later parts.
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• Goals are clearly stated at learning outcomes
• Focus on specific learning outcomes of the series of lessons you’re teaching.
• Don’t include year-long goals • Goals should not be activities unless you’re dealing with a
performance based content.
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• Goals are appropriate for the development; pre-requisite knowledge, skills, experiences; or other student needs
• Done in a narrative manner where you discuss why the goals are appropriate for your group of students; might include scope and sequence or district expectations
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• Goals are explicitly aligned with national, state or local standards
• It’s best to find the district goals and indicate which district goals are being met with each of your goal.
• Show the connection with the Iowa core curriculum• You don’t have to use all three levels of standards to align your
goals with
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Important note:• Although learning goals that are easy to quantify and make
the TWS easier; if you have learning goals that have higher levels of learning or involve a performance or creation element; assessing those goals may require a set of criteria for assessment.
This will be one of the shorter chapters, but most critical. Your learning goals must align with assessment (TWS. 3), instruction (TWS 4), analysis of learning (TWS. 6), and references reflection and evaluation (TWS. 7)
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TWS Rubric Part 2:
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Meets Expectations 5-4
Approaching Expectations 3-2
Does Not Meet Expectations 1-0 Score
Significance, Challenge, and
Variety ACEI 3.3
Goals & objectives reflect several types or levels of learning and are significant and challenging.
Goals & objectives reflect several types or levels of learning but lack significance or challenge.
Goals & objectives reflect only one type or level of learning.
Clarity ACEI 3.5
All of the goals & objectives are clearly stated as learning outcomes.
Some of the goals & objectives are clearly stated as learning outcomes.
Goals & objectives are not stated clearly and are activities rather than learning outcomes.
Measurable ACEI 4.0
All of the objectives are measureable.
Some of the objectives are measureable.
None of the objectives are measureable.
Appropriateness For Students
ACEI 3.4
All of the goals & objectives are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs.
Some of the goals & objectives are appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs
The goals & objectives are not appropriate for the development; prerequisite knowledge, skills, experiences; or other student needs.
Alignment with National, State or Local Standards
ACEI 2.1 – 2.7
All of the goals are explicitly aligned with national, state or local standards.
Some goals are aligned with national, state or local standards.
Goals are not aligned with national, state or local standards.
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