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
