Objective Conservation of energy Yes No Depends on context Does this learning goal focus on what the student will do Objective Conservation of energy Yes No Depends on context Perhaps instead ID: 321221
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Slide1
Does this learning goal focus on what the student will do?
Objective: Conservation of energy
Yes
No
Depends on contextSlide2
Does this learning goal focus on what the student will do?
Objective: Conservation of energy
Yes
NoDepends on context
Perhaps instead,
“Students will be able to use ideas of conservation of energy to solve problems.”Slide3
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do? Slide4
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement? Slide5
Is this objective well-defined?
“Students will be able to use ideas of conservation of energy to solve problems.”
Yes
NoDepends on contextSlide6
Is this objective well-defined?
“Students will be able to use ideas of conservation of energy to solve problems.”
Yes
NoDepends on context
Perhaps instead,
“Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.”Slide7
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning? Slide8
Recall facts and basic concepts?
define, duplicate, list, memorize
,
repeat, state
Explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize
,
report, select,
translate
Use information in new situations?
execute, implement, solve, use, demonstrate
,
interpret
, operate, schedule,
sketch
Draw connections among ideas?
differentiate, organize, relate, compare
, contrast,
distinguish
, examine, experiment, question, test
Justify a stand or decision?appraise, argue, defend, judge, select, support, value, critique, weigh
Produce new or original work?Design, assemble, construct, conjecture, develop, formulate, author, investigate
Can the student…
create
evaluate
analyze
apply
understand
remember
Shopping for verbs… with Bloom’s TaxonomySlide9
Bloom’s Taxonomy Verbs for Writing Learning Objectives
Lower Order Skills
Remember (Knowledge)
(shallow processing: drawing out factual answers, testing recall and recognition)
Understand (Comprehension)
(translating, interpreting and extrapolating)
III.
Apply
(Knowing when to apply; why to apply; and recognizing patterns of transfer to new
situations)
arrange
choose
describe
define
find
identify
label
list
locatematch memorize
nameorder
omit recite
recognize
relaterecallreproduce
select state
classifydescribe
defenddemonstratedistinguish
explainexpress
extendgive example
identify
illustrate
indicate
interrelate
interpret
infer
locate
match
paraphrase
represent
restate
rewrite
select
show
summarize
tell
translate
apply
calculate
classify
construct
complete
choose
dramatize
employ
explain
generalize
illustrate
interpret
manipulate
organize
operate
paint
practice
prepare
produce
select
show
sketch
solve
translate
use
Slide10
Bloom’s Taxonomy Verbs for Writing Learning Objectives
Lower Order Skills
Remember (Knowledge)
(shallow processing: drawing out factual answers, testing recall and recognition)
Understand (Comprehension)
(translating, interpreting and extrapolating)
III.
Apply
(Knowing when to apply; why to apply; and recognizing patterns of transfer to new
situations)
arrange
choose
describe
define
find
identify
label
list
locatematch memorize
nameorder
omit recite
recognize
relaterecallreproduce
select state
classifydescribe
defenddemonstratedistinguish
explainexpress
extendgive example
identify
illustrate
indicate
interrelate
interpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse Slide11
Bloom’s Taxonomy Verbs for Writing Learning Objectives
Lower Order Skills
Remember (Knowledge)
(shallow processing: drawing out factual answers, testing recall and recognition)
Understand (Comprehension)
(translating, interpreting and extrapolating)
III.
Apply
(Knowing when to apply; why to apply; and recognizing patterns of transfer to new
situations)
arrange
choose
describe
define
find
identify
label
list
locatematch memorize
nameorder
omit recite
recognize
relaterecallreproduce
select state
classifydescribe
defenddemonstratedistinguish
explainexpress
extendgive example
identify
illustrate
indicate
interrelate
interpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse
“Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.”Slide12
Bloom’s Taxonomy Verbs for Writing Learning Objectives
Lower Order Skills
Remember (Knowledge)
(shallow processing: drawing out factual answers, testing recall and recognition)
Understand (Comprehension)
(translating, interpreting and extrapolating)
III.
Apply
(Knowing when to apply; why to apply; and recognizing patterns of transfer to new
situations)
arrange
choose
describe
define
find
identify
label
list
locatematch memorize
nameorder
omit recite
recognize
relaterecallreproduce
select state
classifydescribe
defenddemonstratedistinguish
explainexpress
extendgive example
identify
illustrate
indicate
interrelate
interpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse Slide13
Bloom’s Taxonomy Verbs for Writing Learning Objectives
Lower Order Skills
Remember (Knowledge)
(shallow processing: drawing out factual answers, testing recall and recognition)
Understand (Comprehension)
(translating, interpreting and extrapolating)
III.
Apply
(Knowing when to apply; why to apply; and recognizing patterns of transfer to new
situations)
arrange
choose
describe
define
find
identify
label
list
locatematch memorize
nameorder
omit recite
recognize
relaterecallreproduce
select state
classifydescribe
defenddemonstratedistinguish
explainexpress
extendgive example
identify
illustrate
indicate
interrelate
interpretinferlocatematchparaphraserepresentrestaterewriteselectshowsummarizetelltranslate applycalculateclassifyconstructcompletechoosedramatizeemployexplaingeneralizeillustrateinterpretmanipulateorganizeoperatepaintpracticeprepareproduceselectshowsketchsolvetranslateuse
“Students will be able to summarize the law of conservation of energy.”Slide14
Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills
Analyze
(breaking down into parts, forms)
Evaluate
(according to some set of criteria, and state why)
Create
(Synthesis)
(combining elements into a pattern not clearly there before)
analyze
appraise
calculate
categorize
classify
compare
contrast
discriminate
differentiate
distinguishexamine
experimentidentifyinferinvestigatepoint outquestion
selectseparate
subdivide
surveytest
appraiseargue
assesschoose
comparecriticizecritique
decidedebate
defenddeterminediscuss
estimateevaluatejudge
justify
predict
prioritize
rate
recommendselectsupportvalueweigharrangeassemblecollectchoosecombinecomposeconstructcreatedesigndevelopdoformulatehypothesizeinventmakemake uporiginateorganizeprepareplanproduceproposerole playtell writeSlide15
Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills
Analyze
(breaking down into parts, forms)
Evaluate
(according to some set of criteria, and state why)
Create
(Synthesis)
(combining elements into a pattern not clearly there before)
analyze
appraise
calculate
categorize
classify
compare
contrast
discriminate
differentiate
distinguishexamine
experimentidentifyinferinvestigatepoint outquestion
selectseparate
subdivide
surveytest
appraiseargue
assesschoose
comparecriticizecritique
decidedebate
defenddeterminediscuss
estimateevaluatejudge
justify
predict
prioritize
rate
recommendselectsupportvalueweigharrangeassemblecollectchoosecombinecomposeconstructcreatedesigndevelopdoformulatehypothesizeinventmakemake uporiginateorganizeprepareplanproduceproposerole playtell writeSlide16
Bloom’s Taxonomy Verbs for Writing Learning Objectives Higher Order Skills
Analyze
(breaking down into parts, forms)
Evaluate
(according to some set of criteria, and state why)
Create
(Synthesis)
(combining elements into a pattern not clearly there before)
analyze
appraise
calculate
categorize
classify
compare
contrast
discriminate
differentiate
distinguishexamine
experimentidentifyinferinvestigatepoint outquestion
selectseparate
subdivide
surveytest
appraiseargue
assesschoose
comparecriticizecritique
decidedebate
defenddeterminediscuss
estimateevaluatejudge
justify
predict
prioritize
rate
recommendselectsupportvalueweigharrangeassemblecollectchoosecombinecomposeconstructcreatedesigndevelopdoformulatehypothesizeinventmakemake uporiginateorganizeprepareplanproduceproposerole playtell write
“Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”Slide17
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal? Slide18
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal?
“Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”Slide19
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal?
Does the goal
align
with your course-scale goals
?Slide20
Course-level goals
Topic-level objectives
“Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”
“Students will be able to use conservation of energy to solve for the final speed of an object that falls from a given height.”
Students will be able to build scientific communication skills.
Students will develop problem-solving skills.
Students will recognize that understanding in physics arises from careful experiment, critical reasoning, and logic.Slide21
These are different level objectives
“Students will be able to defend the choice of conservation of energy as a solution method for a given problem.”
“Students will be able to summarize the law of conservation of energy.”Slide22
Recall facts and basic concepts?
define, duplicate, list, memorize
,
repeat, state
Explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize
,
report, select,
translate
Use information in new situations?
execute, implement, solve, use, demonstrate
,
interpret
, operate, schedule,
sketch
Draw connections among ideas?
differentiate, organize, relate, compare
, contrast,
distinguish
, examine, experiment, question, test
Justify a stand or decision?appraise, argue, defend, judge, select, support, value, critique, weigh
Produce new or original work?Design, assemble, construct, conjecture, develop, formulate, author, investigate
Can the student…
create
evaluate
analyze
apply
understand
remember
How does Bloom’s inform your objectives?Slide23
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal?
Does the goal
align
with your course-scale goals?
Is the
Bloom’s level
of the goal appropriate? (Is it aligned with your actual expectations, and with student ability?) Do your goals cover a range of levels
? (Jenny; mix of levels. Not all high level)Slide24
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal?
Does the goal
align
with your course-scale goals?
Is the
Bloom’s level
of the goal appropriate? (Is it aligned with your actual expectations, and with student ability?) Do your goals cover a range of levels?
Do your goals cover a
range of types of knowledge?Slide25
COGNITIVE ABILITIES
Facts: Terminology, information, details
Concepts: Classifications, reasoning, principles.
PROCEDURES & SKILLS:
Techniques, methods, problem-solving (routine and non-routine). “Thinking like a….”.
Different
types
of learning
METACOGNITIVE
Self-awareness about what helps you learn; studying & learning strategies.
ATTITUDES & BELIEFS
Appreciate, enjoy, value. Slide26
Check-list for refining
topic-scale
learning objectives:
Is goal expressed in terms of
what the student will achieve
or be able to do?
Is the goal
well-defined?
Is it clear how you would measure achievement?
Do chosen verbs have a
clear
meaning?
Is
terminology familiar
/common? If not, is the terminology itself a goal?
Does the goal
align
with your course-scale goals?
Is the
Bloom’s level
of the goal
appropriate? (Is it aligned
with your actual
expectations, and with student ability?) Do your goals cover a range of levels?
Do
your goals cover a range of types of knowledge?
Is it relevant and useful to students? (
Kirschner)Slide27
So, how do you make an objective useful?
Use this checklist; with yourself and others
Be choosy! Restrict and prioritize your objectives to keep your syllabus tight and focused.
Test it out, and refine over time