When creating a lesson plan, a teacher always has a goal in
mind. What do I need my students to know?
If they don’t know how will I teach my students? How will I know or how will
they show they understood what was taught? How will
I incorporate technology in obtaining m student’s goals?
This is where leaning objectives come into play. Objectives
are guides used to outline what skills need to mastered by students and these
skills are measurable through assessments, exit slips, assignments and etc. The
purposes of objectives are as following [1]:
1.
They
provide the teacher with the goal of the teaching-learning process. In other
words, you know your destination when you begin instruction. They answer the
questions, “What are the students supposed to know or be able to do once the
unit or lesson is completed?”
2.
They
provide a clear framework for assessment. Assessments function as a measure to
what extent students have reached or achieved the objectives.
3.
They
provide the students direction and a goal for learning. Students have a better opportunity
to stay the course when they know the goal of the learning.
When creating an
objective, remember the following: S.M.A.R.T
1.
Be clear
and Specific
on what the desired outcome/ goal will be.
2.
Make sure
your goals are Measurable,
what will change and by how much.
3.
Is the
goal Achievable
within the time frame?
4.
Is the
goal a Realistic
goal?
5.
Be Time specific,
for when the goal will be or hopefully be reached.
Lastly, what tool
will you focus use to get your students to the finish line? A reliable source
can be YouTube, which has endless videos to support learning and help children
master skills/Common Core Standards which will help then in times of
assessments.
Here
are some good examples of S.M.A.R.T objectives some using technology and some
not:
1.
Within
school year Kindergarten students will be able to recognize and count numbers
1- 100 with 80% accuracy. This will be measured by the Leap Learning Math End
of the year assessment.
2.
After reading Dear Mr. Henshaw, students will
compare the actions of Billy’s mom versus his dad using a MindMap. Students
will outline at least 5 character traits for mom and dad using examples from
the text. Students will include pages numbers with their examples.
3.
Using baseline data from the previous benchmark assessment, 85% (or more)
students will increase their vocabulary skills using context clues by 10% on
the ANet Benchmark #2 assessment. This will be achieved through Journey’s
Intervention Program and small group intervention.
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