STANDARDS, LEARNING GOALS,

OBJECTIVES….OH MY!
CELEBRATION
S!
I WALK, I TALK
▪What is the definition of curriculum?
▪ Determine partner A and partner B
▪ Partner A moves to new partner B who is seated
▪ Partner A shares definition and then partner B shares their
definition .
▪ Repeat with new partner when signal is given.
 CURRICULUM
▪ ...curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that
teachers teach; the assignments and projects given to students; the
books, materials, videos, presentations, and readings used in a course;
and the tests, assessments, and other methods used to evaluate student
learning. An individual teacher’s curriculum, for example, would
be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.”

▪ https://www.edweek.org
 Standards, Goals
and Objectives -
Week 3
▪ This Lesson’s Goals:
▪ Students will learn about goals and objectives
for daily lessons.
▪ Students will understand the important
components of designing a quality objective for learning.

▪ Lesson Objective:

▪ The student will be able to write an objective that includes all

required components.
WHAT IS A STANDARD?
(a.k.a. essential knowledge and skills, competency goals, learning standards,
competencies)

Learning standards are concise, written descriptions of what students are

expected to know and be able to do at a specific stage of their education.
Learning standards describe educational objectives—i.e., what students
should have learned by the end of a course, grade level, or grade span—but
they do not describe any particular teaching practice, curriculum
resource, or assessment method

Source: https://www.edglossary.org/learning-standards/
EXAMPLES OF STANDARDS
Missouri Learning Standards
(MLS)
A. Students will develop and apply skills and strategies to comprehend, analyze, and evaluate
fiction, poetry, and drama from a variety of cultures and times.

B. Represent and solve problems involving addition and subtraction.

C. Students will compose well-developed writing texts for audience and purpose.
IMPORTANT DOCUMENTS
▪ Priority Standards (most emphasis on these
Missouri Learning Standards)

▪ Item Specification Document- (breaks down

the standard into what students should know
and be able to do and gives sample
questions)
 These slides are taken from the following…
http://www.ineedce.com/courses/1561/PDF/ed_goals_objctvs.pdf
GOAL V. OBJECTIVE
Goal Objective

▪ A GOAL is a statement of the ▪ A learning objective is a

intended general outcome of an statement of one of several
instructional unit or program. A specific performances, the
goal statement describes a more achievement of which contributes
global learning outcome. A to the attainment of the goal.
learning objective is a statement
of one of several specific
performances, the achievement
of which contributes to the
attainment of the goal.
Students will know how to
communicate in oral and written
formats.
EXAMPLES
Students will understand the effect of OF GOALS
global warming.

Students' perspective on civil rights

will improve.

Students will learn key elements and

models used in education.

Students will grasp basic math skills.

Can You Identify the Goals?
A.The student will state the main idea of
the story.
B.The student will learn how to multiply.
C.The student will understand economic
concepts.
D.The student will know story elements.
 CLUE

There is only one objective on the previous

slide

A. The student will state the main idea of the story.

The rest are all broad based goals!

GOAL V. OBJECTIVE
Goal Objectives

▪ The goal of the Learning ▪ Learning Objective #1: Given a learning

objective the student will be able to
Assessment course is to enable develop an appropriate multiple-choice
the students to make reliable and question to measure student
achievement of the objective.
accurate assessments of learning.
▪ Learning Objective #2: Given a printout
from an item analysis of a multiple
choice exam the student will be able to
state the accuracy of the test scores.
▪ Learning Objective #3: Given the
discrimination and difficulty indices of
an item the student will be able to
determine if the item contributes to the
reliability of the exam.
WHAT IS AN OBJECTIVE?
▪A learning objective is a statement of what students
will be able to do when they have completed
instruction. A learning objective has three major
components:
▪1. A description of what the student will be able to do

▪2. The conditions under which the student will

perform the task.
▪ 3. The criteria for evaluating student performance.
WHY ARE LEARNING
OBJECTIVES IMPORTANT?
▪ Think about what you have learned in your classes to prepare you to teach.

▪ Talk to your shoulder partner about why

learning objectives are important?

.
WHY ARE LEARNING
OBJECTIVES IMPORTANT?
▪Learning objectives are guides to:
▪1. Selection of content
▪2. Development of an instructional strategy.
▪ 3. Development and selection of instructional
materials.
▪4. Construction of tests and other instruments for
assessing and then evaluating student learning
outcomes.
SO, HOW DO YOU WRITE
ONE?
.

▪1. Focus on student Performance not teacher

performance.
▪2. Focus on product - not process. (not the
activity)
▪3. Focus on terminal behavior - not subject
matter.
▪4. Include only one general learning outcome
in each objective.
Writing Instructional Objectives
Summary
▪ The statement of an
objective should reflect
an appropriate level in
the cognitive,
affective, or
psychomotor domain.
▪ The statement
identifies learning
outcomes for students
and not actions by the
teacher
CHARACTERISTICS OF
OBJECTIVES
A learning objective is a statement describing a competency or performance
capability to be acquired by the learner. There are three characteristics
essential to insuring clear statements of objectives.
▪ Behavior - First, an objective must describe the competency to be learned
in performance terms. The choice of a verb is all-important here. Such
frequently used terms as know, understand, grasp, and appreciate do not
meet this requirement. If the verb used in stating an objective identifies an
observable student behavior, then the basis for a clear statement is
established. In addition, the type or level of learning must be identified.
▪ Criterion (Degree) - Second, an objective should make clear how well a
learner must perform to be judged adequate. This can be done with a
statement indicating a degree of accuracy, a quantity or proportion of
correct responses or the like.
▪ Conditions - Third, an objective should describe the conditions under
which the learner will be expected to perform in the evaluation situation.
What tools, references, or other aids will be provided or denied should be
made clear.
LABEL THE OBJECTIVE
▪OBJECTIVE: “Given a set of data the student
will be able to compute the standard deviation
with 100% accuracy.”

▪Talk with your shoulder partner and determine the audience,

behavior, condition and criterion (degree) of the objective
above
CHECK YOUR WORK
▪OBJECTIVE: “Given a set of data the student will be
able to compute the standard deviation with 100%
accuracy”
▪ Audience –the student
▪ Behavior - the student will be able to compute the standard deviation.
▪ Condition- Given a set of data
▪ Criterion/Degree – with 100% accuracy
 PAIRS COMPARE
▪ Students work with their shoulder partner to divide
the objectives into two groups (Good or Poor)
▪ Compare sorted objectives with table partners.
▪ Discuss why you chose Good or Poor and if Poor,
how could it be made better?
Good or Poor examples of
Objectives?
 When given a prompt, the student will be
ale to write a friendly letter that includes
all the required components.
 The student will be able to make a
foldable.
 The student will demonstrate the correct
steps in CPR.
 The student will be able to write narrative,
persuasive and opinion texts.
 The student will understand the three
branches of government.
Good or Poor examples of
Objectives?
 The student will enjoy speaking Spanish.
 When given a map of the United States,
the student will be able to accurately label
all of the states.
 The student will learn about lakes.
 The student will be able to add two digit
numbers with 90% accuracy.
 When given a list of facts and opinions, the
student will be able to correctly distinguish
fact from opinion.
An example of turning a poor objective
intoPoorly
a good one
written: The students will
know how to tell time.

Well-written: Students will tell the time

represented on an analog clock to the
nearest minute.
▪ "tell the time" represents the
performance
▪ "analog clock" represents the condition
▪ "to the nearest minute" represents the
criterion.
Hey, Dad test
▪ “Hey, Dad! Come watch me __________!
▪ “Hey, Mom! Wanna hear me __________?
▪ “Hey, Grandma! Look at this _________I made.

▪ Objective- Students will understand the basic

concept of metaphor.
▪ Does the above objective pass the Hey, Dad (Mom,
Grandma) test?
What would be a better
objective?
▪ “Hey, Dad! Come see how I can identify
metaphors in this poem!”
▪ “Hey, Mom! Wanna hear me define
metaphor?”
▪ “Hey, Grandma! Listen to this great metaphor
I came up with.”
▪ Identify, define, write are measureable.
 Appropriate
Instructional
Your unit assessment requires
Objectives
students to pick out groups of
words
that express a complete thought.

▪ Which of the following is an

appropriate instructional objective
for the unit?
A) Students will be able to write a
complete sentence.
B) Students will be able to identify
 Depth of Knowledge

Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Thinking
Level 4: Extended Thinking
“Unwrapping” the
Selected Standards
▪ “Unwrapping” is a way to collectively
analyze a standard to ensure shared
understanding of the learning goal.

▪ “Unwrapping” is a process of
deconstruction to clearly identify the
skills and concepts represented in
the standard.

(Ainsworth & Viegut, 2006)

“Unwrap” the Selected Standards

▪ Identify the key concepts (important

nouns or noun phrases) by
underlining them.

▪ Identify the skills (verbs) by circling

them or making them All CAPS.

(Ainsworth & Viegut, 2006)

 “Unwrapping” a Standard

Know and use various text

features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in text.

(Ainsworth & Viegut, 2006)

Sample Standard: Know and use various text features (e.g., headings,
tables of contents, glossaries, electronic menus, icons) to locate key facts
or information in text.
Concepts Skills Bloom’s or DOK
(What students need to (What students must be
know) able to do)

• Heading • Use various text • Knowledge (1)

• Table of contents features
• Glossaries • Locate key facts and • Application (2)
• Electronic menus information in a text
• Icons
• Key facts
• Titles
• Labels
• Graphs
Goal/Objective/Assessment
▪ Goal- The student will be able to use text features to locate
information in a text.

▪ Objective- The student will be able to locate information 4

out of 5 times by using the table of contents.

▪ Assessment- The student use a table of contents to answer

5 questions about the location of information in the text.
Misaligned Assessments
▪ Objective: The student will be able to list the steps
of the scientific method.

▪ Misaligned questions for assessment:

▪ What is an example of a hypothesis?
▪ Why is the scientific method important?
 PUTTING IT ALTOGETHER
INSTRUCTIONAL GUIDANCE EXAMPLES
How different learning
components relate to each other...
M A. Students learn and effectively apply a
O variety of reading strategies for
“STANDARDS”
S comprehending, interpreting and evaluating STANDARD 1
Long T a wide range of texts including fiction,
nonfiction, classic and contemporary works. LEARNING GOAL A
Term (a.k.a. essential knowledge and skills, •Objective 1
G B. Students will investigate structure and
Plan competency goals, learning standards,
E function in living systems.
•Objective 2
competencies) •Objective 3…
N C. Students demonstrate an understanding
E of the notion of differentiability.
R A. Students will be able to use reading LEARNING GOAL B
A strategies such as making inferences and
L predictions, summarizing, paraphrasing,
LEARNING GOAL C
differentiating fact from opinion, drawing
conclusions, and determining the author’s
“LEARNING GOALS” → purpose and perspective to comprehend LEARNING GOAL D
written selections.
B. Students will identify, compare, and Each standard can be broken down into
(a.k.a., benchmarks, essential elements, contrast levels of organization including different learning goals, which, in turn,
essential skills, performance standards) → can be distilled into multiple objectives.
cells, tissues, organs, organ systems, and
Learning goals are too broad to reach in
Unit organisms. one lesson; objectives are the basic unit
Plan/ C. Students demonstrate an understanding of teaching.
Lesson of the derivative of a function as the slope
s → of the tangent line to the graph of the
function.
A. Students will be able to distinguish fact
from opinion.
→ B. Students will be able to compare and
contrast the structure and function of the
M human circulatory and respiratory systems.
O C. Students will be able to calculate the derivative
S of a second order function.
Important Points
▪ One learner outcome per objective
▪ Must be able to assess the objective and get
individual student data
▪ Objective and assessment at the same level
of Bloom’s or DOK (alignment)
April 14,
What a Learning Target Is and Isn’t
2010

A learning target IS a statement sharing the objective

(intended learning) with the students in language they can
understand.

“I Can…This Means…”
A learning target IS NOT written from
the teacher’s point of view.

49
What a Learning Target is and
isn’t…
Definition Frayer Facts/Characteristics
Clear description of whatModel
is • Measurable & attainable
to be learned; Provides a • Focus on intended learning
clear vision of the • Focus on “chunks” of a
‘destination’ for student standard
learning • Clear, specific language
congruent to standard
Learning
Examples Target Nonexamples
I can add fractions with Adding fractions
unlike denominators. Do exercise 3.7 on page 148
Learning Activities
I can identify
Tasks
characteristics of a linear
Pre-Requisites
function and use them to
Assessments
create a graph.
Using standards to write
objectives
▪ 2R2Aa
▪ Read, infer, analyze and draw
conclusions to:
▪ Describe the setting, problems,
solutions, sequence of events (plot),
and big idea or moral lesson.
Team, Pair, Solo-Kagan
Team- Look at the MLS standards for Reading. Choose a standard from
any grade level and unwrap the standard (Highlight the verbs and
underline the nouns). As a team write a Goal and then write an
Objective using the ABD (Audience, Behavior, Degree) method. Now
write an “I Can” statement. Write assessment items to assess your
objective.

Pair- With your shoulder partner, unwrap another standard and write
another goal and then write an objective for a different grade level using
the ABD method. Have your teammates check your goal and objective.
Now write an “I Can” statement. Write assessment items to assess your
objective.

Solo- Standards, Goals, Objectives assignment

Priority Standards

Missouri Learning Standards

Coming Up…..
PLC Reflection due Feb. 9 (directions
and scoring guide are in Week 2 folder)

Standards, Goals, Objectives

Assignment-due
Sunday, Feb. 23.

Introductory Assignment due Sunday,

Feb. 16