Chapter 16: Objectives by

hick7382 — 2013-10-28 18:24:55 UTC

hick7382 — 2013-10-28 18:25:04 UTC

hick7382 — 2013-10-28 18:25:07 UTC

hick7382 — 2013-10-28 18:25:14 UTC

Attention grabbers?

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use multimedia

link to pop culture

text to self connections

text to text connections

what about this is mysterious, funny,

unusual, still controversial

2013-10-28 18:35:34 UTC

Serra

hick7382 — 2013-10-28 18:35:57 UTC

I really like this graph because it explains how objectives actually "play out" in the classroom. You start with a stated objective, but the lived and actual experience of this objective will be modified in some ways. This graph helps explain that process.

2013-10-28 18:37:54 UTC

These two charts show different ways of organizing/displaying information. The bottom chart is more of a random, nonlinear relationships. It displays the same words as the above one, but lacks a lot of the subtle information that the upper one provides through providing deeper understanding.

The top one provided more content by arranging the terms subordinately according to size. Tribes, to clans, to clan leader, to patriarch ("house of hair"), etc. It allows for a more logical sense of the information which not only allows for the information to be remembered easier but also maps out the connections between the information

What students do:

2013-10-28 18:38:44 UTC

make a film, podcast, comic,

essay, short story, play

Mastery Obejectives

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relatable to other events,

take away knowledge

in what ways does this still influence us today?

what were the events leading up to this?

Serra

hick7382 — 2013-10-28 18:39:48 UTC

I found it interesting that a mastery objective avoids using mental action words like: understand, know, learn, recognize that, have a grasp of... These are sort of "after-effects" of learning that could be assessment type words. Instead, instruct students that after this demonstration "you will be able to_____". This type of statement states the objective clearly. Other action verb words that can be observed are: explain, make a model, list the evidence, describe the attributes of, compare and contrast.

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What if your kids don't think what

you think is kid friendly is kid friendly?

what if parents or administrators disagree?

Question

2013-10-28 18:45:24 UTC

I think the bottom one would be a good sketch or outline for creating the upper one by putting on the items on paper, then you could look how to arrange them in a more useful manner

Assessment isn't just a grade

2013-10-28 18:45:35 UTC

and a grade isn't just assessment

its a way to see how effective you are at

communicating, and how enthusiastic

and co-operative they are in regard to

assessment.

Serra

hick7382 — 2013-10-28 18:46:22 UTC

Also have to think about whether the objectives are appropriate for aligning common core standards with learning activity as well as grade level.

2013-10-28 18:47:31 UTC

I appreciate how this chart emphasizes the differences between mastery objectives and thinking skill objectives. Often times it can be overlooked to take the step of thinking about the actual thinking skills that students are using in a given exercise. Or we can just assume that doing an activity will result in the same mental activity for all children, but if a specific goal is not in mind when planning, this may not be the case. It also brings into light the importance of varying thinking skills throughout your lesson plans.

Depths of Knowledge

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One is never "done" learning about something

encourage students to learn more in their free time?

Leave some questions unanswered?

Discuss what issues scholars still disagree about?

What are the advantages and drawbacks of a concept?

Have students take different roles and debate.

"Challenging and attainable"

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hick7382 — 2013-10-28 18:53:56 UTC

When we start

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We may need to write these out for every lesson,

eventually it will be second nature and automatic

Each student can demonstrate mastery

tbusse05 — 2013-11-04 17:18:29 UTC

Every student's paper or project

will not look the same. Encourage diverse

approaches, make the rubric clear,

allow students who didn't understand

to revise.

Question

hick7382 — 2013-11-04 17:19:09 UTC

So does this graph imply that the largest influencing factor and the starting question is what the thinking skills objectives are

Question

hick7382 — 2013-11-04 17:20:37 UTC

what is the difference between stated objective and lived objective. It is clear in this example but applying it to another one I may struggle with

Serra

2013-11-04 17:20:46 UTC

This is a good model for writing lesson plans. It is wise to start with the core standards and let that indicate the direction you will head for informing your unit. Then write a list of objectives you want your students to understand as a result of the lesson. Next how will you assess your students knowledge? The center box demonstrates how it is important to make sure the assignment(s) are do-able and then provide a good example that meets proficiency.

Sienna

sienna — 2013-11-04 17:22:15 UTC

I do find it interesting that in the last chapter we just read in The Skillful Teacher (17), that this chart shows how you can have coverage , and/or activities, without mastery of objectives or thinking skills objectives. It's something that is so easily overlooked in the moment, "There is nothing wrong with each student going home with an attractive, accurate map of Africa, but additional events and assignments much be planned if they are to learn something" (pg. 405). This circle chart shows that relationship incredibly well. You must be able to add in additional assignments or activities in order for that higher and more critical thinking part of the student to be accessed.

Question

hick7382 — 2013-11-04 17:23:25 UTC

I am not exactly sure how this directly applies to planning other than properly displaying and organizing information.

tbusse05 — 2013-11-04 17:25:15 UTC

We should set high expectations,

but what if our expectations are too high?

sienna — 2013-11-04 17:27:03 UTC

hick7382 — 2013-11-04 17:27:04 UTC

This seems almost clearer with the way my brain works that the chart on p. 364 which, as I understand it, is showing a similar process

Hannah

hkeen — 2013-11-04 17:28:04 UTC

This is a great example of how adjustments we make in presenting information can completely enhance, or prevent what the students

interpret from the information.

tbusse05 — 2013-11-04 17:34:21 UTC

Sienna

sienna — 2013-11-04 17:34:48 UTC

This graph is very well laid out with the objectives broken down. Although I do have to argue a little bit with the term "worthy" ;-)

sienna — 2013-11-04 17:36:53 UTC

tbusse05 — 2013-11-04 17:39:51 UTC

Sienna

sienna — 2013-11-04 17:39:53 UTC

Objectives should be able to be assessed!!! So important. I think a lot of times teachers think of great activities, but then don't have a good way to assess the student's work.

For example, in an art class I had one year we were drawing a portrait of someone. In my portrait feedback one of the comments from my teacher was, "eyebrows not correct." Wha....? Not only was this incredibly vague, but it was unhelpful for my future drawings. I also felt like everyone has their own style of art, it's not something that can be corrected like 2+2=4.

Hannah

hkeen — 2013-11-04 17:42:31 UTC

It seems like this graph serves

as a map or brainstorm chart for

creating a lesson plan or unit. As

you get more toward the middle/

bottom, your plan becomes more

developed and specified.

sienna — 2013-11-04 17:42:59 UTC

Serra

2013-11-04 17:44:08 UTC

This chart demonstrates how lesson planning is considering student's perspective...of how will they be engaged, what questions will they be asked and what they'll be expected to know. This should guide our objective lesson.

Avoid "understand"

tbusse05 — 2013-11-04 18:41:12 UTC

Even expert Historians don't "understand"

the impact of Napolean.

I would rather say "Students will defend their

choices of three of Napolean's decisions that ,

with modern hindsight seem to be mistakes

that led to his military downfall."