TCHG 516 Chapter 3: Setting Goals & Objectives

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Chapter 3: Setting Goals & Objectives

Linking Standards & Objectives

Create a "behavior content chart"

Provides a verifiable educational system

Align content, SOLs, instruction, and assessment

Taxonomies of Objectives

Psychomotor Domain

Level 4: Creative Movement

Level 3: Ordinative Movement

Level 2: Generic Movement

Level 1: Fundamental Movement

Affective Domain

Level 5:Characterization by a value or value complex

Level 4: Organization

Level 3: Valuing

Level 2: Responding

Level 1: Receiving

Cognitive Domain

Level 6: Evaluation

Level 5: Synthesis

Level 4: Analysis

Level 3: Application

Level 2: Comprehension

Level 1: Knowledge

Communication of Objectives

Informational Objectives = T.S.W.

Instructional Objectives are more narrow

Eductional Goals are very broad

Stating Objectives

Informational Objectives = Abbreviated Instructional Objectives

Instructional Objectives

4. Criterion

3. Conditions

2. Product

1. Performance

#1 Purpose of School = Cause Students to Learn!

Objective Specificity

Relate this to my experience writing goals & objectives on IEPs

Curriculum

Goals

Objectives

Backward Design Approach

Understanding by Design (UbD)

"Begin with the end in mind"

Start by determining the enduring understandings: What should the student know in 20 years?

You must understand what you're trying to achieve before attempting to teach it!

Rationale for Objectives

Teacher Accountability

Communication of intent

Standards for Performance

Subtopic

Needs of the Students

Teachers must consider accomodations to meet the needs of all of their students

The SOLs assume that all students are on grade level

Gifted & Talented

SLD, MR, ED, etc.

LEP

In VA = SOLs

The SOLs establish minimum academic expectations

Accountability

Accreditation

Potential Risks & Rewards for Schools

Improving or Sabotaging their reputation

Losing or gaining students

Affects recruiting in private schools

Affects the funding of public schools

Component of Professional Evaluations

Some Teachers and Administrators are intimidated

Funding