2. Today’s learning objectives
1. Explain how core standards, objectives,
and indicators relate to unit and daily
lesson plans.
2. Identify the steps to backward design.
3. Compose learning objectives at all levels
of Bloom’s Taxonomy.
4. Align formative assessments with daily
indicators.
4. Example: Hiroshima
Global objective: (empathy)
To examine a focal event in American History through
the eyes of “the enemy” (to place students in the
position of “Other”).
State Core/Educational objectives (Unit objectives):
1.2 Comprehend and evaluate informational text.
1.3 Comprehend and compare culturally and
historically significant literary forms.
2.1 Evaluate ideas and information to refine thinking
through writing.
5. Example (cont).
(some) Daily Learning objectives (indicators):
1.2b Evaluate the effectiveness of internal text
structures in a variety of texts.
1.2c Identify an author’s implicit and stated
assumptions about a subject based on the evidence
in the text.
1.3d Evaluate the impact of setting and historical
context on literary works
2.1a Evaluate the merit of opposing opinions
8. Learning Objective #2: Backward Design
What do I want my students to know/do?
= determine your objective(s)
How will I know when they know and can do it?
= design your assessment
How do I prepare them to know and do it?
= plan your lesson
9. Learning Objective #3 (BD step 1)
You will be able to compose learning objectives at all
levels of Bloom’s (grad students’) cognitive taxonomy.
“Learning Objectives” = “Indicators”
10. Not:
Students will know the Pythagorean theorem.
But:
Students will apply the Pythagorean theorem to solve
problems.
11. Not:
Students will gain an appreciation for the role of
culture in student learning.
But:
Students will list three assumptions Native American
students may hold regarding teacher-student
relationships.
12. Not:
Students will learn about suicide.
But:
Students will identify five warning signs of suicide.
13. Not:
Students will understand how important freedom is.
But:
Students will explain the personal relevance of the first
five amendments to the Bill of Rights.
15. Why are learning objectives important?
They help you . . .
Focus your content
Select instructional models and strategies
Develop and select instructional materials
Determine your assessment
Demonstrate what you value
Keep teaching and learning focused
16. Bloom’s Cognitive Taxonomy
Creating – generating new ideas, products, or ways
of doing things
Evaluating – justifying or judging
Analyzing – breaking information into parts to
determine how it fits together
Applying – transferring information to a new context
Understanding – explaining ideas or concepts
Remembering – recalling information
17. Remembering
Recalling specific items (e.g. facts, vocabulary)
know define memorize repeat
record list recognize name
recall identify tell recite
Recite the Pledge of Allegiance.
18. Understanding
Grasping the meaning of the material.
Restate discuss explain
describe express paraphrase
illustrate distinguish recognize
Reword the Pledge of Allegiance.
19. Applying
Transferring knowledge to a new context.
generalize apply practice
relate examine solve
describe show criticize
Describe how allegiance may be
demonstrated by someone’s behavior.
20. Analyzing
Breaking down material into parts to determine how it
fits together.
differentiate compare contrast
organize classify arrange
discriminate distinguish subdivide
Distinguish between allegiance to “the flag” and
allegiance to “the republic for which it stands.”
21. Evaluating
Making judgments based on criteria and standards.
Justifying a decision or action.
judge appraise evaluate
value rate critique
check choose
Decide if the ideas expressed in the Pledge of
Allegiance exemplify the behavior of worthy citizens
22. Creating
Putting elements together to form a coherent whole or
new structure.
design compose generate
make fashion construct
initiate invent
Create a new Pledge of Allegiance
based on original ideas combined with
modern paradigms and moralities.
23.
24. Comparison Objectives
Name the five causes of dizziness.
Given a patient case description, determine the three
most likely causes of dizziness.
27. Comparison objectives
List the levels of Bloom’s cognitive taxonomy in
ascending order.
Create measurable indicators for a particular
objective based on Bloom’s cognitive taxonomy.
28. Indicator #3: Compose learning objectives
Select an objective from your core and practice
composing learning objectives (aka: indicators) at the
Different levels of Bloom’s cognitive taxonomy.
Hints:
Focus on student performance, not teacher performance
Focus on product, not process
Include only one learning outcome in each objective
Be clear, measurable, realistic, appropriate, and worthy
Underline your verb
29. Indicator #4: Align formative assessments
This is Backward Design step 2!
Now go back through those indicators and determine
how you would assess student mastery of those
indicators.
Hints:
Indicator + venue
Underline your verb
Make sure it’s cognitively aligned to your indicator
30. Today’s formative assessment! Can you . . .
1. Explain how core standards, objectives, and
indicators relate to unit and daily lesson plans.
2. Identify the steps to backward design.
3. Compose learning objectives at all levels of
Bloom’s Taxonomy.
4. Align formative assessments with daily
indicators.
31. For next time:
Cognitive Alignment Table – bring hard copy
Read “Differentiation – What and Why”
(posted on the calendar)
Read pp. 263-265, “The Graffiti Model”
(part of Chapter 13 in your text)
