0.1 Start with the ending

Overview

Think about your goals. Where do you want students to end up? What behaviors do you wish your students to be able to demonstrate as aresult of your instruction?

This section is about creating clearly defined and attainable outcomes for your students.

The article below is an excellent overview of how to begin; it includes practical guidance for teachers and theory in the form ofBloom's taxonomy. The assignments that follow will help you to apply what you learn to your classrom practice.

Required Reading:

The article called "Assessing Student Learning" can be found here and below, as a PDF file.

Assessing Student Learning

Assignment 1: identifying outcomes - creating learning objectives

Assignment 1: Identifying Outcomes - Creating Learning Objectives

HOW TO GET TO ASSIGNMENT 1:

One Way

Click on the link in color at the top of the page. When it appears, press "Save" and name the file so that you can work on thisassignment "off-line." You can type right on the assignment template. Be sure to save your assignment on a disk or on your computer hard drive.

Another Way

You can also copy the text below, and save it to your disk or computer.

GOAL: To create Learning Objectives using the "ABCD" model and Bloom's taxonomy as desribed in the article on the previous page called"Assessing Student Leaning."

GIVE: Feedback to others on their assignments at the TWB Learning Cafe.

Assignment 1: Identifying Outcomes - Creating Learning Objectives

Please answer the following:

• Think of a lesson or activity that you need to teach in the coming week. Say what it is:
• List and describe the behaviors you wish your students to be able to demonstrate as a result of your instruction.
• Create Learning Objectives - clearly defined and attainable outcomes for your students. Think about your upcominglesson through the lens of the "ABCD" model. Start by writing down: "C" (the Condition). "Under what conditions will the learning takeplace?" (Use the model given in "Assessing Student Learning," the article on the previous page.)
• Identify "A" (Audience). "Who are you addressing?"
• Identify "B" (Behaviors). "What skills will be demonstrated to show that learning occurred?" (Be sure to use some of the action verbs in Bloom's taxonomy - from the article - to help you with this part.)
• Identify "D" (degree). "What is the expected level of accomplishment?"
• According to Bloom's ideas about cognitive, affective and psychomotor domains, state which domain(s) your intendedinstruction is addressing and why?
• Using the action verbs in Bloom's "Six Levels of Cognitive Learning" tell which action verbs and categories you are using in yourlesson/activity.
• Next to each action verb (listed in #8 above) describe how you are going to address that action verb. For example, if you write the actionverb "List" write one sentence telling what your students will be doing to address that verb, i.e. "I will show students a painting and they willbe asked to list 15 things they see in the painting: table, chairs, stars, a house, etc."