Title: EDUC 3100
1Objectives
2What is an Objective?
- A statement of what we want students to know, do,
and feel. - A teacher must be able to ASSESS the objective
in some way.
Synonyms Intended Learning Outcome, Achievement
Target, Standard, Indicator
3Blooms Taxonomy
- In 1956, Benjamin Bloom headed a group of
educational psychologists. Together, they
developed a classification of levels of thinking
behaviors thought to be important in the
processes of learning.
4- Bloom and co. actually identified three domains
of educational activities. - Cognitive mental skills (Knowledge)
- Affective growth in feelings or emotional areas
(Attitude) - Psychomotor manual or physical skills (Skills)
- Best known is the Cognitive taxonomy as follows
5Knowledge
- observation and recall of information
- knowledge of dates, events, places
- knowledge of major ideas
- mastery of subject matter
Knowledge
6Comprehension
- understanding information
- grasp meaning
- translate knowledge into new context
- interpret facts, compare, contrast
- order, group, infer causes
- predict consequences
Comprehension
Knowledge
7Application
- use information
- use methods, concepts, theories in new situations
- solve problems using required skills or knowledge
Application
Comprehension
Knowledge
8Analysis
- seeing patterns
- organization of parts
- recognition of hidden meanings
- identification of components
Analysis
Application
Comprehension
Knowledge
9Synthesis
- use old ideas to create new ones
- generalize from given facts
- relate knowledge from several areas
- predict, draw conclusions
Synthesis
Analysis
Application
Comprehension
Knowledge
10Evaluation
- compare and discriminate between ideas
- assess value of theories, presentations
- make choices based on reasoned argument
- verify value of evidence
- recognize subjectivity
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
11Blooms Mnemonic
- Karen
- Can
- Add
- And
- Subtract
- Easily
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
12Original Terms New Terms
Blooms Taxonomy - Revised
- Evaluation
- Synthesis
- Analysis
- Application
- Comprehension
- Knowledge
- Creating
- Evaluating
- Analyzing
- Applying
- Understanding
- Remembering
(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
13Change in Terms
- The names of six major categories were changed
from noun to verb forms. - As the taxonomy reflects different forms of
thinking and thinking is an active process verbs
were more accurate. - The subcategories of the six major categories
were also replaced by verbs - Some subcategories were reorganized.
- The knowledge category was renamed. Knowledge is
a product of thinking and was inappropriate to
describe a category of thinking and was replaced
with the word remembering instead. - Comprehension became understanding and synthesis
was renamed creating in order to better reflect
the nature of the thinking described by each
category. - (http//rite.ed.qut.edu.au/oz-teachernet/training/
bloom.html (accessed July 2003) Pohl, 2000, p.
8)
14- Create a mnemonic for the revised Blooms Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
15Affective DomainAttitudes
- Receiving
- Awareness, willingness to hear, selected
attention. - Responding
- Active participation on the part of the
learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize
compliance in responding, willingness to respond,
or satisfaction in responding (motivation). - Valuing
- The worth or value a person attaches to a
particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex
state of commitment. Valuing is based on the
internalization of a set of specified values,
while clues to these values are expressed in the
learner ín overt behavior and are often
identifiable.
16Affective Domain (cont.)Attitudes
- Organization
- Organizes values into priorities by contrasting
different values, resolving conflicts between
them, and creating an unique value system. The
emphasis is on comparing, relating, and
synthesizing values. - Internalizing values (characterization)
- Has a value system that controls their
behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic
of the learner. Instructional objectives are
concerned with the student's general patterns of
adjustment (personal, social, emotional).
17Psychomotor DomainSkills
- Perception
- The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation,
through cue selection, to translation. - Set
- Readiness to act. It includes mental, physical,
and emotional sets. These three sets are
dispositions that predetermine a persons
response to different situations (sometimes
called mindsets). - Guided Response
- The early stages in learning a complex skill that
includes imitation and trial and error. Adequacy
of performance is achieved by practicing.
18- Mechanism
- This is the intermediate stage in learning a
complex skill. Learned responses have become
habitual and the movements can be performed with
some confidence and proficiency. - Complex Overt Response
- The skillful performance of motor acts that
involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly
coordinated performance, requiring a minimum of
energy. This category includes performing without
hesitation, and automatic performance.
19- Adaptation
- Skills are well developed and the individual can
modify movement patterns to fit special
requirements - Origination
- Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity based upon
highly developed skills.
20Webbs Depth of KnowledgeDOK 1 Recall and
Reproduction
- Recall or recognition of a fact, information
(definitions, terms, dates, etc.), concept, or
procedure - Identify who, when, what where, and why
- Recall facts, terms, concepts, trends,
generalizations and theories - Use a variety of tools
- Recognize or identify specific information
- Identify specific information
- Define
- Describe (recall, recite or reproduce
information) - Identify purposes
21DOK 2 Application of Skills and Concepts
- Use of information, conceptual knowledge,
following or selecting appropriate procedures,
two or more steps with decision points along the
way, routine problems, organizing/displaying data - Describe or explain how or why
- Give an example
- Describe and explain issues and problems,
purposes, patterns, sources, reasons, points of
view or processes - Compare
- Classify, sort items into meaningful categories
- Convert information from one form to another
22DOK 3 Strategic Thinking
- Requires reasoning, developing a plan or sequence
of steps to approach a problem requires some
decision making and justification abstract and
complex often having more than one possible
answer - Use concepts to solve problems
- Use evidence to justify
- Propose and evaluate solutions to problems
- Recognize and explain misconceptions
- Cite evidence and develop a logical argument for
concepts - Reason and draw conclusions
- Disseminate among plausible answers
- Analyze similarities and differences in issues
and problems - Apply concepts to new situations
- Make connections across time and place to explain
a concept or big idea - Recognize and explain patterns
- Make and support decisions
- Evaluate effectiveness and impact
23DOK 4 Extended Thinking
- An investigation or application to real work
requires time to research, think, and process
multiple conditions of the problem or task
non-routine manipulations, across
disciplines/content areas/multiple sources - Connect ideas and concepts within the content
area or among content areas - Examine and explain alternative perspectives
across a variety of sources - Describe and illustrate how common themes and
concepts are found across time and place - Make predictions with evidence as support
- Develop a logical argument
- Plan and develop solutions to problems
- Analyze and synthesize information from multiple
sources - Complex reasoning with planning, investigating or
developing a product - Apply and adapt information to real-world
situations - Participation in simulations and activities
requiring higher-level thinking
24Cognitive Demand
- Cognitive demand relates to how much thinking is
called for by the students for a specific task.
For example, routine memorization involves low
cognitive demand, no matter how advanced the
content. Applying, analyzing, and evaluating
concepts involves high cognitive demand, even for
basic content. Both types of cognitive demand are
associated with student performance and are
necessary in the classroom.
25Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Solve geometric proofs using the appropriate
theorems.
APPLICATION
High cognitive demand
26Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Explain the melting pot philosophy.
COMPREHENSION
Low cognitive demand
27Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Compare and contrast enrichment versus
acceleration in terms of readiness, academic
benefits, and social and emotional adjustment for
precocious youth.
ANALYZE
High cognitive demand
28Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Create a poem using metaphors
SYNTHESIS
High cognitive demand
29Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Define the associative property of addition
KNOWLEDGE
Low cognitive demand
30Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.
- Justify the selection of materials for an
insulated box.
EVALUATE
High cognitive demand
31So What Do We Use This For?
- To write objectives
- To help us match objectives to assessment methods
and instructional tasks
32You Try!
- Identify the level of cognitive demand of the
given objectives from the state core and put them
on the appropriate shape. - Then put each objective on the correct level of
Blooms taxonomy on the board.
33Homework
- Bring the state core to class on Monday for the
topic you want to use for your TWS - Remember your Contextual Factors paper is due
Monday - Identify at least three contextual factors that
influence student learning positive or
negative. Use one student, one classroom, and one
schoolwide or community factor. Then provide
suggestions for how you will respond to the
factor. Typed, 1-2 pages, double spaced
34Review Activity Blooms Taxonomy
- Select three indicators from the state core
- Determine the cognitive demand of the indicators
and write them on the appropriate shape. - Place the indicators on the correct section of
Blooms taxonomy on the board.
35 Backwards Design
1. Identify Desired Results
2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS
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37Why backward?
- The stages are logical but they go against habits
- Were used to jumping to lesson and activity
ideas - before clarifying our performance goals
for students - By thinking through the assessments upfront, we
ensure greater alignment of our goals and means,
and that teaching is focused on desired results
38What are the objectives from the core?
39STOP AND WORK
- Get out your core curriculum and find the
Standards, Objectives, and Indicators that you
want to teach for your TWS. - Write them on your green rounded rectangle (lower
half) - Ex Standard 2, Objective 3,
- b. Describe how weather and forecasts affect
people's lives. - c. Predict weather and justify prediction with
observable evidence.
40Big Ideas are typically revealed via
- Core concepts
- Focusing themes
- On-going debates/issues
- Insightful perspectives
- Organizing theory
- Overarching principle
- Underlying assumption
41Big Ideas Examples
- Words are power.
- Reading is more than just the words on a page.
- Relationships between quantities can be
represented by graphs, tables, and equations. - Healthy nutrition practices influence all aspects
of our lives. - All life is interrelated as evidenced by the
differences and similarities among species.
42More Big Idea Examples
- Great artists often break with conventions to
better express what they see and feel. - Price is a function of supply and demand.
- Friendships can be deepened or undone by hard
times - History is the story told by the winners
- F ma (weight is not mass)
- Math models simplify physical relations and
even sometimes distort relations to deepen our
understanding of them - The storyteller rarely tells the meaning of the
story
43Youve got to go below the surface...
44to uncover the really big ideas.
45What are the big ideas that flow from the
objective or that the objective is based on?
What are the objectives from the core?
46Predictions about the weather influence peoples
lives.
Standard 2, Objective 3, b. Describe how weather
and forecasts affect people's lives. c. Predict
weather and justify prediction with observable
evidence.
47What are the big ideas that flow from the
objective or that the objective is based on?
What is the overall unit objective?
What are the standards, objectives, and
indicators from the core?
48Predictions about the weather influence peoples
lives.
Understand that the elements of weather can be
observed, measured, and recorded to make
predictions.
- Standard 2, Objective 3,
- Identify and use the tools of a meteorologist
(e.g., measure rainfall using rain gauge, measure
air pressure using barometer, measure temperature
using a thermometer). - Describe how weather and forecasts affect
people's lives. - Predict weather and justify prediction with
observable evidence.
49STOP AND WORK
- What Big Idea are the listed standards,
objectives, and indicators based on? - Write your Big Idea for your TWS on the top
half of your rounded rectangle. Talk with your
group about it. - Write your overall unit objective.
50Knowledge, Skills, and Dispositions
- What knowledge, skills, and dispositions follow
from the Big Ideas and the specific indicators
to be taught? - What teachable chunks can be described?
- Expert blindspot
51Identify the Cognitive Load
- Low cognitive load objectives - what we want
students to know (rectangles) - High cognitive load objectives - what we want
students to be able to do (ovals)
52Write as an Objective
- 1. Start with a verb
- Use your list of Blooms or DOK verbs
- Make sure each objective includes only one action
and one content part - State as a student outcome (not what the teacher
will do) - Focus attention on the Big Idea and are part of
the core curriculum - Include high and low cognitive load objectives
53- a. Identify and use the tools of a meteorologist
(e.g., measure rainfall using rain gauge, measure
air pressure using barometer, measure temperature
using a thermometer). - Label a rain gauge, barometer, and thermometer
- Use a rain gauge to measure rainfall
- Use a barometer to measure air pressure
- Use a thermometer to measure temperature
- b. Describe how weather and forecasts affect
people's lives. - Describe how weather and forecasts affect
people's lives. - c. Predict weather and justify prediction with
observable evidence. - Create a three day weather forecast
- Support your weather forecast using observable
evidence
54Reading is more than just words on the paper.
- Read the assigned book fluently.
55- Know about community helpers.
56- Learn to be good friends.
57- Explain the parts of the digestive system helping
students focus on individual organs.
58- Understand how to do long division.
59- Read a story and write the main idea and then
illustrate the character development using a
foldable book.
60- The economic history in America before the civil
war contributed to the development of that war.
61Prioritizing Desired Results
Worth being familiar with
Must know and be able to do
Enduring Understanding Big Idea
62Low cognitive load objective
High cognitive load objective
High cognitive load objective
Big Idea
Low cognitive load objective
Unit Objective
High cognitive load objective
Core standards, objectives, indicators
Low cognitive load objective
High cognitive load objective
63STOP AND WORK
- UNPACK each indicator from the core and write an
objective using the Blooms verbs. Make sure
each objective is chunked so that you can teach
it in one lesson. Separate the objectives into
low and high cognitive load. Write on the
appropriate shape.
64Unpacking the Standard Assignment recap
- Identify all the core indicators you will cover.
- Specify the Big Ideas that students will
acquire. - Break out the indicators into teachable chunks
separated by high and low cognitive load. - Rough draft due in class next time so we can work
on them.
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