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HOW TO WRITE USEFUL AND EFFECTIV EINSTRUCTIONAL OBJECTIVES
AND LESSON PLANSDR. ROBIN MAGRUDER
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YOU ARE PLANNING A DINNER PARTY AT YOUR PLACE THIS WEEKEND. SELECT THE BEST SCENARIO FOR A SUCCESSFUL PARTY.
Scenario I
Go the store and pick up some things that look good
Put together some dishes -substitute or omit ingredients you do not have on hand
Ask people to come the day of the party
Decide to clean the house an hour before guests arrive
Scenario II
Invite friends one week before party
Select recipes
Make time table
Make grocery list based on recipes & shop
Clean
Prep food
Meet friends at the door
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WHEN PREPARING FOR LESSONS OR A DINNER PARTY…
Have a purpose
Make a plan
Have an expected outcome
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WHY WRITE INSTRUCTIONAL OBJECTIVES?
Jones (1997) – "Clear objectives can help the instructor design lessons that will be easier for the student to comprehend and the teacher to evaluate".
Lohr (no date) – "A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required."
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PURPOSE OF INSTRUCTIONAL OBJECTIVES
To identify what to teach
To guide how to teach it
To guide what and how to assess it
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TYPES OF INSTRUCTIONAL OBJECTIVES
Affective
Relates to students’ attitudes, beliefs, and values about content
Psychomotor
Relates to motor skills and hand-eye coordination
Cognitive
Relates to intellectual abilities and skills
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TYPES OF INSTRUCTIONAL OBJECTIVES
In Environmental Education and your profession, what types of objectives might you include? Examples?
Affective
Relates to students’ attitudes, beliefs, and values about content
Psychomotor
Relates to motor skills and hand-eye coordination
Cognitive
Relates to intellectual abilities and skills
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GUIDELINES FOR CREATING INSTRUCTIONAL OBJECTIVES
Objectives are:
clearly written
descriptive of learning outcome(s)
measurable
observable
Understanding
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GUIDELINES FOR CREATING INSTRUCTIONAL OBJECTIVES
Objectives are:
clearly written
descriptive of learning outcome(s)
measurable
observable
Understanding
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THREE COMPONENTS OF AN INSTRUCTIONAL OBJECTIVE
Behavior/Performance - the observable behavior learners should exhibit (action verb!)
Condition –circumstances under which assessment will be given
Criterion- the acceptable level of performance learners are expected to reach
Adapted from Mager’s (1984) Objective Characteristics.
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EXAMPLE OF INSTRUCTIONAL OBJECTIVE
Given a balance and a set of objects, students will be able to measure the mass of a given object to the nearest gram.
Given a balance and set of objects: Condition under which students will be able to perform.
Students will be able to measure the mass of a given object: performance –what students will be able to do
To the nearest gram – criterion- expected level of success demonstrated
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ANOTHER EXAMPLE
Given a set of objects, students will be able to correctly predict whether objects will sink or float, based on their data.
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BIRDS AND WORMS (WORKSHOP ONE)
PLT (p. 111)
Students will demonstrate their knowledge of how camouflage is used for protection and survival.
After completing Birds and Worms, participants will be able to construct a bar graph to accurately display data.
After completing Birds and Worms, participants will be able to write an essay in which they conclude that camouflage is used for protection and survival with at least two examples.
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SUPER BOWL SURGE (WORKSHOP ONE)
Students will illustrate how demands on some treatment plants cause overflow.
After participating in super bowl surge, participants will illustrate how demands on some treatment plants cause overflow and score a minimum of a three on a four point rubric.
Students will explain problems with sewage overflow.
After participating in super bowl surge, participants will explain problems with sewage overflow including at least four specific examples.
Students will generate solutions to a water management problem.
After participating in super bowl surge, participants will generate at least two valid solutions to a water management problem
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COMBINING INSTRUCTIONAL OBJECTIVES AND BLOOMS TAXONOMY
Objectives should
include a variety of levels of Bloom’s taxonomy
Incorporate lower level thinking skills
Incorporate higher level thinking skills
Incorporate cognitive, affective, and psychomotor domains
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BLOOM’S TAXONOMY OF COGNITIVE DOMAIN
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Higher Order
thinking
skills
Lower order
thinking skills
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DEPTH OF KNOWLEDGE LEVELS
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QUESTIONS?
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YOUR TURN…
Create an objective for the following activities:
Group One: Energy Sleuth
Group Two: Tree Factory
Group Three: Sum of the Parts
Group Four: Drop in the Bucket
Group Five: Ethi-Reasoning
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CONNECTING THE DOTS
Objectives – determines purpose & focus of lesson
Activities – learning situations that will help students develop the skill/knowledge
Assessment – Evaluates students’ mastery of objective
*Objectives, lesson activities, and assessment must match
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QUESTIONS?
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LESSON PLANNING
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LESSON PLAN TEMPLATE
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LESSON PLAN COMPONENT: LEARNING OBJECTIVE
Done!
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BIRDS AND WORMS: LEARNING OBJECTIVE
After completing Birds and Worms, participants will be able to write an essay in which they conclude that camouflage is used for protection and survival with at least two examples.
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LESSON PLAN COMPONENT: KENTUCKY ACADEMIC STANDARDS (KAS)
Next Generation Science Standards
http://www.nextgenscience.org/overview-dci
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BIRDS AND WORMS: KENTUCKY ACADEMIC STANDARDS (KAS)
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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LESSON PLAN COMPONENT: NAAEE GUIDELINES
https://naaee.org/sites/default/files/learnerguidelines_new.pdf
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BIRDS AND WORMS: NAAEE GUIDELINES
Strand 2.2
C) Systems and connections—Learners understand basic
ways in which organisms are related to their environments
and to other organisms.
Describe ways in which an organism's behavior patterns are related
to its environment. Identify examples of environmental change and
discuss how these changes may be helpful or harmful to particular
organisms.
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LESSON PLAN COMPONENT: MATERIALS
Include all links
Consider personnel needs
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BIRDS AND WORMS: MATERIALS
60 small objects to represent the worms or bugs
Large piece of chart paper
Markers
Pencils or pens
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LESSON PLAN COMPONENT: PROCEDURES
5Es
All good lessons start with a hook and end with a review
Think about higher-order questions you can ask as you prepare your lesson
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BIRDS AND WORMS: PROCEDURES
Engage
Explore
Explain
Elaborate
Evaluate
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LESSON PLAN COMPONENT: ASSESSMENT
Go back to your objective, how will you measure student learning?
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BIRDS AND WORMS: ASSESSMENT
In their science journals, students will write about how animals use camouflage for protection and survival. They need to include at least two examples.
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HOW CAN YOU ASSESS LEARNING?
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HOW CAN YOU ASSESS LEARNING?
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TIPS FOR WRITING A LESSON PLAN
Start with standard
Write assessment
This leads to objective
Figure out the procedures
This determines your materials
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QUESTIONS?
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YOUR TURN…
Create a lesson plan for the following activities:
Group One: Energy Sleuth
Group Two: Tree Factory
Group Three: Sum of the Parts
Group Four: Drop in the Bucket
Group Five: Ethi-Reasoning
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QUESTIONS?