EDUC 3100

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Objectives

• EDUC 3100

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What 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
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Blooms 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.

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• 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

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Knowledge

• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter

Knowledge
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Comprehension

• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences

Comprehension
Knowledge
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Application

• use information
• use methods, concepts, theories in new situations
  
• solve problems using required skills or knowledge

Application
Comprehension
Knowledge
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Analysis

• seeing patterns
• organization of parts
• recognition of hidden meanings
• identification of components

Analysis
Application
Comprehension
Knowledge
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Synthesis

• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions

Synthesis
Analysis
Application
Comprehension
Knowledge
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Evaluation

• 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
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Blooms Mnemonic

• Karen
• Can
• Add
• And
• Subtract
• Easily

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Original 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)
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Change 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)

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• Create a mnemonic for the revised Blooms Taxonomy

Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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Affective 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.

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Affective 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).

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Psychomotor 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.

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• 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. 

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• 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.

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Webbs 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

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DOK 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

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DOK 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

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DOK 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

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Cognitive 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.

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Identify 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
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Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.

• Explain the melting pot philosophy.

COMPREHENSION
Low cognitive demand
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Identify 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
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Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.

• Create a poem using metaphors

SYNTHESIS
High cognitive demand
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Identify the level of Bloom's Taxonomy and the
cognitive demand of the following objectives.

• Define the associative property of addition

KNOWLEDGE
Low cognitive demand
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Identify 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
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So What Do We Use This For?

• To write objectives
• To help us match objectives to assessment methods
  and instructional tasks

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You 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.

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Homework

• 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

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Review 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.

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Backwards Design
1. Identify Desired Results

2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS
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Why 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

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What are the objectives from the core?
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STOP 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.

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Big Ideas are typically revealed via

• Core concepts
• Focusing themes
• On-going debates/issues
• Insightful perspectives
• Organizing theory
• Overarching principle
• Underlying assumption

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Big 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.

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More 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

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Youve got to go below the surface...
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to uncover the really big ideas.
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What are the big ideas that flow from the
objective or that the objective is based on?
What are the objectives from the core?
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Predictions 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.
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What 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?
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Predictions 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.

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STOP 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.

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Knowledge, 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

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Identify 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)

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Write 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

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• 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

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Reading is more than just words on the paper.

• Read the assigned book fluently.

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• Know about community helpers.

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• Learn to be good friends.

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• Explain the parts of the digestive system helping
  students focus on individual organs.

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• Understand how to do long division.

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• Read a story and write the main idea and then
  illustrate the character development using a
  foldable book.

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• The economic history in America before the civil
  war contributed to the development of that war.

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Prioritizing Desired Results
Worth being familiar with
Must know and be able to do

Enduring Understanding Big Idea
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Low 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
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STOP 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.

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Unpacking 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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