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Setting Objectives

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Setting Objectives Think about how you let students know what they are supposed to learn in lessons or units, and then share with the people around you. – PowerPoint PPT presentation

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Title: Setting Objectives


1
Setting Objectives
  • Think about how you let students know what they
    are supposed to learn in lessons or units, and
    then share with the people around you.

2
Generalizations from the Research
  • Setting instructional goals narrows what students
    focus on.
  • Teachers should encourage students to personalize
    the learning goals the teacher has identified for
    them.
  • Instructional goals should not be too specific.

3
Generalization 1 Setting instructional goals
narrows what students focus on.
  • This obviously makes sense, but it can also mean
    that students dont learn other information
    related to the content because they ignore
    information that is not specifically related to
    the defined goals.

4
Generalization 2 Teachers should encourage
students to personalize the learning goals the
teacher has identified for them.
  • Research indicates that if you provide students
    with opportunities to adapt the learning goals
    you have set for them to their personal needs and
    desires, they are likely to learn more.

5
Generalization 3 Instructional goals should not
be too specific.
  • Goals that are too specific can limit student
    learning. For example
  • Given 5 practice sessions, SWBAT make an
    organized list of 10 items of information with
    80 accuracy.
  • Can be restated as
  • SWBAT organize a set of items of information.

6
Recommendations for Classroom Practice
  • Set learning objectives or goals that are
    specific but flexible.
  • Contract with students to obtain specific
    learning objectives or goals.

7
Setting Objectives that are Specific but Flexible
  • Too Broad
  • Students understand the folklore and
    contributions from various regions of the U.S.
    and how they help to form a national heritage.
  • Too Specific
  • List three differences between games from the
    Colonial period and games from today.
  • Specific but Flexible
  • Students know the differences between games that
    children played long ago and games of today.

8
Too Broad, Too Specific, or Specific but
Flexible?
  • Students use the general skills and strategies of
    the writing process.
  • Too Broad
  • Possible re-write
  • Students use pre-writing strategies to plan work.

9
Too Broad, Too Specific, or Specific but Flexible?
  • Students use models (e.g., number lines,
    two-dimensional and three-dimensional regions) to
    identify, order, and compare numbers.
  • Specific but Flexible

10
Too Broad, Too Specific, or Specific but Flexible?
  • Students explain in three paragraphs how Daniel
    Boone contributed to the cultural history of the
    United States.
  • Too Specific
  • Possible re-write
  • Students understand how regional folk heroes and
    other popular figures have contributed to the
    cultural history of the United States.

11
Know the Difference between Learning Activities
and Learning Goals
  • Learning Activity
  • Prepare a timeline of European history.
  • Learning Goal
  • Know key events in European history from 1800 to
    the current day.

12
First, Communicate Learning Goals to Students
  • An easy way is to always have the WALT written on
    the board.

13
Second, Help Students Set Learning Goals
  • Teacher-created objective
  • Students understand how the main organs of the
    body work individually and as a system.
  • Possible goals that students could set
  • I want to know how a heart attack happens.
  • I want to know more about the kidneys and how
    they work.
  • I want to know if the intestines are really four
    miles long.
  • KWL charts are also a good way of doing this.

14
Third, Communicate Learning Goals to Parents
  • A way to do this is to send a short letter home
    for parents to sign at the beginning of each
    unit.
  • Remember to keep the message simple and avoid
    educational jargon.

15
Contract with Students to Obtain Specific
Learning Objectives
  • Some teachers encourage students to write a
    contract for learning.
  • Contracts can include the goals for learning as
    well as the grade the student will receive if he
    or she meets those goals.
  • The goals for learning may include goals that the
    students sets as well as goals that the teacher
    sets.
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