Writing Lesson Objectives Bloom’s Taxonomy

Depth of Knowledge (DOK)Formative & Summative

Assessment

Alignment in Lesson PlanningGoal

Learning GoalOverarching ThemeRelated to Curriculum Strand

Standards

StandardsLimit Number All must be a part of the final assessment

Objective

Lesson ObjectiveMust be aligned with CCSS and Content standards

Activity

Learning ActivitiesMust result in meeting standards and lesson objectives

AssessmentFormative and SummativeAssessmentMust measure if standard and objective have been met with this learning activity

Writing Lesson Objectives Using Bloom’s Taxonomy and DOK The ideal learning objective

has 3 parts:1. A measurable action verb2. The important condition (if

any) under which the performance is to occur

3. The criterion of acceptable performance

ABCD's of Learning Objectives

• Audience– The learners:– Identify who it is that will be doing the performance (not the

instructor)• Behavior (Performance):

– What the learner will be able to do– Make sure it is something that can be seen or heard

• Condition– The conditions under which the learners must

demonstrate their mastery of the objective:– What will the learners be allowed to use? What won't the

learners be allowed to use?• Degree (or criterion)

– HOW WELL the behavior must be done

What do you want your students to learn as a result of this lesson?

Three-step process below for creating defining learning objectives.    

1. Create a stem– After completing the lesson, the student will . . . – After this unit, the student will . . .– By completing the activities, the student will . . . – At the conclusion of the course/unit/study the

student will . . . 2. After you create the stem, add an action verb:

  analyze, recognize, compare, provide, list, identify, create, demonstrate, use, show, classify, calculate, design, etc.

http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

What do you want your students to learn as a result of this lesson?

1. One you have a stem and a verb, determine the actual product, process, or outcome:  

After completing this lesson, the student will…….– Create a Venn Diagram which compares and contrasts . . .– Demonstrate learning by producing a ……– Write a research paper summarizing 2 key ideas in the….– Explain 3 key events that led to the American Revolution

through a multimedia presentation– Describe the events of the Gold Rush from the viewpoint of

miner by analyzing the contents of a primary source poster from the California archives

– Create a timeline of events leading up to the Revolutionary War

http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

• Refer to explicit rather than vague behaviors – Asking students to "grasp the significance," or

"appreciate" something will only lead to confusion. – Using more explicit behaviors such as "identify," or

"sort," will clarify the performance expected of students. – Explain explicit behaviors representative of different

levels of cognition or thinking– Describe common products or outcomes of those

behaviors– Avoid “will understand” or “explore” or “learn about” or

“gain knowledge”– Are these behaviors “measurable” through assessment?

(formative or progress-monitoring, summative, formal, informal

How to Write Goals for Specific Behaviors

Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

Benjamin Bloom• Taxonomy of

Educational Objectives (1956)

• Learning outcomes within the cognitive domain – Objectives are

classified according to type of learner behavior described

– A hierarchical relationship exists among the various types of outcomes

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy: Cognitive Domain in Action• KNOWLEDGE: define, list, name, memorize• COMPREHENSION: identify, describe, explain• APPLICATION: demonstrate, use, show, teach• ANALYSIS: categorize, compare, calculate• SYNTHESIS: design, create, prepare, predict• EVALUATION: judge, assess, rate, revise

Find the action verbs!

KnowRemember

ComprehendUnderstand

UseApply

AnalyzeTake Apart

SynthesizeCreate New

EvaluateJudge

Behaviors:Action Verbs

namememorize

recordlist

matchwritestate

repeat

describediscuss

give exampleslocate

tellfind

reportpredictreview

recognizeestimate

translatepracticeillustratesketchsolveshow

employ

sortclassify

distinguishexperimentcomparecontrastdiagramdebatesolve

examineinventory

designplan

proposearrange

assembledevelopproduceorganizemanagerevise

ratevalue

appraisedecidechoosescoreselectassessdebate

recommend

Products: Outcomes

AssignmentsAssessmentsPresentationsExperiments

Performances

factseventsmodels

filmstripsbooks

puzzlesstoriesgamesjournals

illustrationsdrawings

mapssculpturesdiorama

scrapbookmobile

collectionsdiagrams

graphssurveys

questionnairesreportsobjects

newsarticlespoems

machinessongsplays

hypotheses

pollspanels

recommendationsdiscussionssimulationsevaluations

surveys

Bloom Action Verbs and Products

Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

Bloom’s Taxonomy and Technology

Bloom’s Taxonomy and the Web

DOK Verbs

DOK Verbs

DOK Level 1: Recall & ReproductionDOK Level 1 Verbs

http://isntitelementary.blogspot.com/

DOK Level 2 Skills & ConceptsBasic Reasoning

DOK Level 2 Verbs

http://isntitelementary.blogspot.com/

DOK Level 3: StrategicThinking/Complex Reasoning

DOK Level 3 Verbs

http://isntitelementary.blogspot.com/

DOK Level 4:Extending Thinking/ Reasoning

DOK Level 4 Verbs

http://isntitelementary.blogspot.com/

AssessmentHow will you measure learning

outcomes?• What will students say or do

to show that lesson objectives were met?

• What will you collect to show student’s learning (portfolios, observations, work samples, photographs, journals, etc.)

• How will you evaluate student work?

• How will you grade the student?

Understanding by Design:Theory of Backwards Design

• Desired Results: What will the student learn?

• Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?

• Lesson Planning: How do you design a lesson that results in student learning?

Identify desired results

Determine acceptable evidence

Plan learning

experiences and

instruction

Assessment: How do you measure what students have learned?• Traditional quizzes and tests

– Paper/pencil• Selected response• Constructed response

• Performance tasks and projects– Open-ended– Complex– Authentic

• 3 Kinds of Assessment in TPAs– Entry Level– Progress-Monitoring (Formative)– Summative

Types of Formative Assessments• Summaries and Reflections 

– Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills.

– These require that students use content-specific language. 

• Lists, Charts, and Graphic Organizers – Students will organize information, make

connections, and note relationships through the use of various graphic organizers.

Dodge, J. Scholastic Article

Types of Formative Assessments• Visual Representations of Information 

– Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on.

– This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."

• Collaborative Activities – Students have the opportunity to move and/or

communicate with others as they develop and demonstrate their understanding of concepts.

Dodge, J. Scholastic Article

Progress-Monitoring Formative Assessments Suggestions

• Postcard or Poster• Mobile Devices

(Socrative, text answer,digital corkboard, Google Forms, etc.)

• Venn Diagram• Visualize: Be the

Illustrator• Mini whiteboards• Create or build

something• Exit Slip

• Journals• Quickwrites• 2 Roses and a Thorn• Photo captions• Graphic organizer• Story map• Record audio or create

video

50 Formative Assessments Google Doc - Edutopia

Student Self AssessmentPROJECT SELF-ASSESSMENT• Name _________________• Date __________________• Block __________________• Project ________________

Please respond to each question.• 1. During the project, I ________________________________.• 2. As a result of working on this project, I learned my strengths

include ___________________________.• 3. As a result of working on this project, I learned my challenges

include _______________________________________________________.• 4. As a result of working on this project, I learned__________________

about the content.• 5. As a result of working on this project, I learned ____________about

doing research.• 6. As a result of working on this project, I

learned___________________.

Student Self Assessment Checklist

Rubrics for Formative or Summative Assessment• Rubric - a scoring guide for evaluating student

performance• Allows for a variety of criteria or categories to be

evaluated on a sliding rating scale (not subject to one final percentage score as in testing)

• A way to measure real-life, authentic learning experiences in the classroom

• Provides a guide for students in determining expectations of assignments

• Shows students and parents how the teacher is judging student performance

Rubric CriteriaAlternative Performance Assessment

Writing Process Rubric

BIE Rubrics• BIE - http://bie.org/objects/cat/rubrics • A Rubric for Rubrics -

http://bie.org/object/document/rubric_for_rubrics • Grades 3-5 Presentation Rubric –CCSS

http://bie.org/object/document/3_5_presentation_rubric_ccss_aligned

• Grades 3-5 Creativity and Innovation Rubric (CCSS)- http://bie.org/object/document/3_5_creativity_innovation_rubric_ccss_aligned

• Grades 3-5 Critical Thinking Rubric (CCSS) - http://bie.org/object/document/3_5_critical_thinking_rubric_ccss_aligned

Try Google Docs and FormsRubrics and Formative Assessments

• Dr. Piper’s Tutorials on Google Classroom - https://sites.google.com/a/mail.brandman.edu/edsu-533-classroom-tutorial/home – Create a Rubric using Google Docs – Create a Graphic Organizer using Google Docs o

r Google Draw or Lucid Charts– Adding Files from Google Drive –Try Forms