Setting clear objectives 2013 conference
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Transcript of Setting clear objectives 2013 conference
SETTING CLEAR OBJECTIVESSETTING CLEAR OBJECTIVESFOR YOUR LESSONSFOR YOUR LESSONS
Conceição MachadoIsabela Villas Boas
Our goal is to empower teachers to write clear and complete learning objectives for
their lessons and, if it is the case, participate more actively in pre and post-
observation conferences .
In order to help teachers reach this goal, our OBJECTIVE for this session is that, given examples of clear and unclear objectives and characteristics of well-elaborated objectives, participants will be able to:
a) Identify the four characteristics of clear objectives;
b) Write a clear objective for a specific lesson.
What are instructional What are instructional objectives?objectives?
“ An objective is a description of a performance you want LEARNERS to be able to exhibit before you consider
them competent. An objective describes an intended RESULT OF
INSTRUCTION, rather than the process of instruction itself ”.
Mager, R. F. (1994). Preparing instructional objectives. Belmont, CA: Dandlake
Let’s see what you already know aboutINSTRUCTIONAL OBJECTIVES: On your handout you have a list of objectives. Check the ones that are clear and complete.
TASK 1TASK 1
Can you think of some reasons for stating objectives?
Let’s work in pairs.
TASK 2TASK 2
If you don´t know where you are going, it is difficult to select a suitable means
for getting there.
Did you mention...?Did you mention...?
They help us find whether the objective has, in fact, been
accomplished.
Test items designed to measure whether important instructional
outcomes have been accomplished can be selected or created intelligently only when those instructional outcomes have
been made explicit.
They provide students with a means to organize their efforts toward the
accomplishment of those objectives.
OF OBJECTIVES
THE WHOTHE WHO. Your objectives had better say, “The students will be able to...”“The students will be able to...”
AUDIENCEAUDIENCE
An objective always says what a learner is expected to be able TO DOTO DO.
BEHAVIORBEHAVIOR
An objective always describes the important important conditionsconditions (if any) under which the performance is to happen.
CONDITIONCONDITION
Whenever possible, an objective describes the criterion of acceptable performance acceptable performance by identifying how well the learner must perform in order for his performance to be considered acceptable.
DEGREEDEGREE
Now let’s go back to the objective of our workshop.
Our OBJECTIVEOBJECTIVE for this session is that, given examples of clear and unclear objectives and characteristics of well-elaborated objectives, participants will be able to:
a) Identify the four characteristics of clear objectives;
b) Write a clear objective for a specific lesson.
AUDIENCEAUDIENCE
Participants...Participants...
... will be able to write a clear objective for a specific lesson...
OBSERVABLE BEHAVIORSOBSERVABLE BEHAVIORS
... will be able to identify clear objectives...
... given examples of clear and unclear objectives and characteristics of well-
elaborated objectives...
CONDITIONCONDITION
...four......four...
...five......five...
DEGREEDEGREE
Our OBJECTIVEOBJECTIVE for this session is that, given examples of clear and unclear objectives and characteristics of well-elaborated objectives, participantsparticipants will will be able to:be able to:
>> identifyidentify the four characteristics of clear objectives;
>> writewrite a clear objective for a specific lesson.
Given a list, find 9 verbs that show OBSERVABLE OBSERVABLE BEHAVIORBEHAVIOR
TASK 3TASK 3
An instructional objective describes an intended outcome of instruction
rather than an instructional procedure.
An objective always states performance, describing what the
learner will be doing when demonstrating mastery of the
objective.
SUMMARYSUMMARY
To state an objective clearly, you will sometimes have to state THE CONDITIONS you will establish when students are demonstrating their mastery of the objective. Here are some examples:
• Given a list of irregular verbs …
• Given a set of guided questions …
• When participating in a role-playing situation …
CONDITIONCONDITION
• If you can specify the acceptable level of performance for each objective, you will have a standard against which to test your instruction. Therefore, you will have the means for determining whether your instruction is successful in achieving your intent.
• You would know, and the student would know, the quality of performance necessary to work for or exceed in.
• What you must try to do ,then, is indicate in your objectives what the acceptable performance is.
DEGREEDEGREE
TASK 4
Now look back at the list of objectives you judged in the beginning of this workshop.
Have you changed your mind about any of them?
TASK 5
Now think about a lesson you’ve taught recently and
write an instructional objective for it.