by Barbara Meyer

C&I 216 SP07 syllabus packet - Dr. Barbara Meyer - Instructor

Rationales, Objectives and Planning

Objectives Activity

Upon completion, the educator will be able to:
1.   The educator will be able to write and ulitize measurable objectives
2.    Define the three components of a measurable student performance objective
3.    Define the three domains of learning and write a measurable objective in each
4.    Identify objectives which are written in measurable terms
5.    Identify and underline the three components in a list of measurable objectives
6.    Write six measurable objectives for a topic area
7.    Write objectives for his or her courses which will contain the three components of a measurable objective.


The title of my chosen topic is ___________________________

What are six things that students need to know or be able to do when they have successfully finished this topic area? 

1.
2.
3.
4.
5.
6.

Components of a measurable objective
1.    Outcome statement (behavior)– A statement that describes the task activity, knowledge, attitude, or other accomplishment being sought.  Should reflect the tasks included.
2.    Condition – A statement of the circumstances under which the outcome will be observed or measured.  Should relate as closely as possible to the time, limits, materials, or equipment that the student will be confronted with.
3.    Criteria – The levels or quality of outcome being sought that, when achieved, will identify acceptable attainment of the outcome.  The criteria should reflect the standards that will be used to judge successful performance.



When evaluating each of your objectives (to insure each contains the proper outcome statement, condition and criteria) the following questions should be asked:
1.    Does the outcome statement specify what activity, ability or skill is to be achieved?
2.    Does the outcome statement contain an action verb?
3.    Is the place of performance stated?
4.    Are the materials or equipment stated?
5.    Are any special constraints such as time listed?
6.    Does the criteria state the quality needed for minimum student requirements?
7.    Does the criteria state the quantity desired?
8.    Does the criteria state the time allowed to complete the outcome statement?
9.    Does the criteria state the results considered acceptable?

While it is not absolutely necessary that each of the questions be answered yes, it becomes apparent the more times you can answer yes, the more effective the objective will be.

Listed below is a group of objectives.  Some are measurable; some are not.  Determine which objectives have all three components as previously discussed:
--------------------------dotted line under the outcome statement
____________________single line under the condition
==================double line under the criteria
If the objective has only one or two of the components, identify those which are present by using the same method.  Correct answers will be discussed in class.
1.    Given a selection of children’s toys, the student will be able to select the toy which best meets the safety standards for toys for two year olds according to the criteria established by the National Association for the Education of Young Children.
2.    Given a laboratory and clinical situation, a student will take the temperature, pulse and respiration of a fellow student of client to the satisfaction of the instructor.
3.    Given any tool in the agricultural power and machinery area of agricultural mechanics, identify it and use it correctly and safely according to standards established by the tool manufacturer, the National Safety Council and standard Agricultural Mechanics publication on this subject.
4.    Given a list of standards measurements used in food preparation, the student will be able to give the equivalent metric measurement with 95% accuracy according to the US Standard Metric Tables.
5.    Upon completion of training in conservation planning, the student will be able to demonstrate the knowledge and skills needed to layout conservation practices and plans according to SCS specifications.
6.    Within a 5-week period, the student will define, write and run at least three programs with 100% accuracy.
7.    Following instruction on the 129 Keypunch Machine, the student will achieve the speed of 10,000 strokes per hour with less than 5% error.
8.    Given 40 work problems dealing with markups, markdowns, margins and net profits, the student will solve the problems and express the results in dollar amounts or percentages with 80% accuracy.
9.  Given a list of 25 basic economic, marketing terms, the student will write the correct definition to 20 terms in 50 minutes


In the following list of objectives, which are stated in the affective domain, underline the behavior indicator.
1.    At the completion of this course, the student will show an appreciation of art by voluntarily visiting an art museum at least once a month.
2.    Given a bench grinder, the student will demonstrate a positive attitude toward safety by voluntarily positioning the guard each time the machine is used.
3.    While on hospital duty, the student will demonstrate a positive attitude toward patient comfort by always approaching the patient in a cheerful, cooperative manner.
4.    During the Office Procedures course, the student will demonstrate good work habits daily by arriving in class before the final bell.
5.    After purchasing an automobile, the student would demonstrate appreciation of the engine built into the automobile by voluntarily maintaining the vehicle in good running condition.

In this list of objectives, indicate the condition (____), the criteria (====), and the outcome statement (-----) and indicate the behavior indicator by drawing a circle around it.
1.    While enrolled in the welding course, the student will demonstrate positive attitudes toward safety by always using protective gloves, welding goggles, and a leather apron.
2.    Given the necessary instructions, the student will demonstrate appreciation for the conservation of energy by voluntarily turning off lights in the classroom when not needed.
3.    Upon completion of the learning packet, the teacher will demonstrate a positive attitude toward measurable objectives by always writing objectives which include the three components.

Now, write three outcome statements that are in the affective domain.  Remember that you need some sort of behavior indicator with each one.  Do not worry about conditions and criteria at this point. 
1.
2.
3.

Take your three outcome statements from above and add conditions and criteria.
1.
2.
3.

 

websites on objectives

To review parts of an objective, see samples, and have a list of action verbs

 http://www.educationoasis.com/instruction/bt/learning_objectives.htm  

Bloom's Taxonomy

 

Bloom's Taxonomy:  A Synopsis

Levels of Thinking Goals Key Words Behavior
Evaluation To state options and infer emotions given the situation; to justify answers decide, judge, discuss, choose, recommend, give opinion, explain why can generate opinions and support them with reasons and facts
Synthesis To compare the relationship among ideas; to abstract from previous knowledge to form new ideas create, develop, suppose, predict, what if, think of can put parts together to form a new whole
Analysis To take an idea/situation apart, list the components and their relationship to one another Why, how, describe, give reasons, identify, analyze can break a whole into its parts
Application To use previously learned knowledge to solve problems in new situations solve, what else, list, instead of, choose, apply, what is, sort can use what is known in a new situation
Comprehension to demonstrate or describe/explain knowledge by describing or explaining events or things in the student's own words can understand, use your own words, compare, contrast information given but may not yet relate it to other material
Knowledge to learn basic facts and information remembering enough to answer simple questions who, what, when, where, which , how, name, identify, recall can recall individual facts of bits of information

Rationales

 

Rationales

A rationale can be written for either a unit plan or a lesson plan.  The purpose of the rationale is to provide a narrative for the non-author reader to understand the expectations of the unit or lesson.  A rationale for a runi can be one to two pages long, while a rationale for a lesson is usually one to two paragraphs.

 

Items that should be included in a rationale are:

  • What was the prior unit/lesson
  • What is the class and grade level
  • Why is this unit/lesson important for class/for life experience
  • What kinds of activities will take place in this unit/lesson
  • How will students be assessed and when
  • What will be the next unit/lesson
  • What is the main standard being met
  • What is the main objective being met
  • How will this unit/lesson benefit the student long-term?