1. The principal goal of education is to create man who are capable
of doing new things, not simply of repeating what other generations
Have done.
(Jean Piaget)

2.  National Goals: Presented by the National
Education Summit in 1989 that American
students would be the first in the world in
math and science by 2000.
 State Goals: More concrete and specific
and appears in the form of a standard.
› 9-12 Benchmark: Understand the properties,
underlying structure, and reactions of matter.
 Local Goals: Described in terms of specific
outcomes designed to facilitate a state
standard.

3.  Long-range goals: it provides a general
direction of what kind of knowledge students
should acquire during the course.
› For example, reading for early elementary grades.
 Unit goals: it provides a focal beginning for
planning an unit.
› For example, a high school social studies teacher
might have her students become familiar with the
Spanish-American War.
 Lesson goals: provides concrete goals.
› For elementary grades, for example, the teacher
might have students circle words or write an essay.

4.  These objectives must clearly state “what
is the student expected to be able to do,
and that each intended performance
be directly visible and/or audible.”
› An observable behavior
› The conditions under which the behavior will
occur
› Criteria for acceptable performance

5.  Given six sentences, fifth graders will
identify each that contains a simile.
 Given 10 addition problems requiring
regrouping, second graders will
successfully solve eight.

6.  That is the performance you are
expecting your students do
› State
› Classify
› List
› Label
› Construct
› Underline
› Compare

7.  When we describe specific conditions, our
students will have to demonstrate a
behavior
› Have them define a noun in writing memory
› Have them write a list of nouns that were not
used as an example in class
› Have them identify adjectives in a series of
sentences
› Given a list
› Without aid
› In a test
› Verbs for Lesson Plans

8.  With 100% accuracy
 With no more than 3 errors
 In 20 seconds
 2 out of 5 times

9. •I do it for you
•I do it with you
•You do it with a buddy
•You do it by yourself

10.  ABCDs of Writing objectives
A Audience, who are you teaching?
B Behavior, what is the learner expected to do?
C Condition, important conditions under which the objective is to occur
D degree, the level of acceptable performance
* Remember to infuse Bloom’s Taxonomy in your goals

11.  Each group will receive a textbook.
 Select a chapter
 Follow the ABCDs of lesson goal writing
for writing 2 lesson goals.
 First: Lower level cognitive skills
 Second: Higher level of cognitive skills
 Write your lesson goals on a poster
 Be a critical friend to your peers