Unit 1.5 Planning for Instruction - Writing Educational Objectives/Instructional Lesson Plan Formats

End of Unit Activity: Further Reading and Examples

We have journeyed over an entire Unit that focuses on Planning for Instruction.

Please take the time now to review all the information provided on this blog. Additionally, research some more information that would help you know more about Planning for Instruction.

For example search for information on the following.

Writing Instructional Objectives:

Two Models of Instructional-Performance Objectives

·        Two of the most useful types of instructional objectives are known as (a) Mager’s “Behavioral” Objectives and (b) Gronlund’s General and Specific “Cognitive” Objectives.

·        Mager’s Behavioral Objectives are particularly appropriate for simple skills and other situations that call for a precise, measurable, performance-oriented outcome. They also force a teacher to consider the acceptable level of performance if the criteria is specified. You are not required to specify the criteria for your unit lessons developed, but you are required to specify the performance and condition. 

·        Gronlund’s General and Specific Cognitive Objectives are particularly appropriate for complex subjects and more advanced cognitive behaviors. They allow for broad outcomes to be identified in addition to specific performance behaviors.

·        Both types of objectives can make use of higher and lower levels of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation).

·        Use your professional judgment to determine which type is most appropriate for planning your lesson. If several skills are part of an overall skill then Gronlund’s might be the most appropriate to help tie the skills together. If each skill in the lesson is somewhat separate, then Mager’s is probably appropriate.

Mager’s Behavioral Objectives

The Mager type objectives can have three parts:

1.   A performance (e.g. solve)

2.   A condition (e.g. of the type “5 x 4 = ?”)

3.   A criteria (e.g. nine out of  ten)

We require that you have parts 1 and 2 above. We believe that part 3 (criteria) is not always necessary, so you are not required to have the criteria.  Thus, you should follow the pattern of version 2 below.

Example 1:

(version 1 ) The students can solve nine out of ten problems of the type “50 x 4 = ?”

(version 2 without part 3, criteria) The students can solve problems of the type “50 x 4 = ?”

Example 2:

(version 1) Eighth-graders should be able to recite, with no more than three errors, ten consecutive lines from a single poem in the unit.

(version 2 without part 3, criteria) Eighth-graders should be able to recite ten consecutive lines from a single poem in the unit.

Example 3:

(version 1) Given an article from a newspaper, students will mark statements with an F for fact or an O for opinion with 75% accuracy.

(version 2 without part 3, criteria) Given an article from a newspaper, students will mark statements with an F for fact or an O for opinion.

Mager’s Behavioral Objectives

Some examples of typical conditions:

          Given a problem of the following type…

          Given a list of…

          Given any reference of the learner's choice…

          Given a matrix of inter-correlations…

          When provided with a standard set of tools…

          Given a properly functioning…

          Without the aid of references…

          With the aid of references…

          Without the aid of a calculator…

          Without the aid of tools…

False “Givens” (i.e., Do not use these types of conditions)

     Given three days of instruction…

     Given that the student has completed six laboratory experiments on…

     Given that the student is in the category of gifted…

     Given adequate practice in…

Gronlund’s General and Specific Cognitive Objectives

The Gronlund type objectives have two parts:

1.   A general, primary objective (e.g. defend, solve)

2.   Specific examples or outcomes (e.g. define, compute, explain).

Notice that this second part can be stated somewhat like a Mager type objective, where it is helpful.

Example 1:

Students demonstrate how to perform simple multiplication.

a)  Can define what multiplication means in his or her own words.

b)  Can define relevant terms such as multiplier and product.

c)   Can solve multiplication problems using one digit numbers.

d)  Can explain how the answer was derived.

Example 2:

Seventh-graders can efficiently solve real-life problems that require finding sizes of the surface areas.

a)  Discriminates between the surface area of a figure and other quantitative characteristics of that figure.

b)  States the formula for the area of a rectangle.

c)  Given the dimensions of a rectangle, computes its area.

d)  Given the dimensions of a right triangle, computes its area.

e)  Given the dimensions of a cylinder, computes its surface area.

f)    When confronted with a real-life problem, determines whether computing the area of the surface will help solve that problem.

g)  Explains how solutions were derived.

Example 3:

Students present and defend their research project before a group.

a)  Describes the project in a well-organized manner.

b)  Summarizes the findings and their implications.

c)  Uses display materials to clarify ideas and relationships.

d)  Answers group members’ questions directly and completely.

e)  Presents a report that reflects careful planning.

f)    Displays sound reasoning ability through presentation and answers to questions

Explore these two further:
Norman Gronlund and Robert Mager Objectives Comparison Tables
Norman Gronlund and Robert Mager Objectives Activity Sheet 1
Mager: How do you write instructional objectives?

Reference: Mager, R. (1997). Preparing Instructional Objectives: A Critical Tool 
  in the Development of Effective Instruction. The Center for Effective 
  Performance. 

Lesson Plan Format:
Madeline Hunter Lesson Plan Format

7-Step Lesson Plan Design
(Developed by Dr. Madeleine Hunter, UCLA)

Teacher:
Subject:
Grade Level:
Time Duration:
Objective:
Overview:

Lesson Design:

1) Anticipatory Set (focus) - A short activity or prompt that focuses the students'
attention before the actual lesson begins. Used when students enter the room or in a
transition. A hand-out given to students at the door, review question written on the board,
"two problems" on the overhead are examples of AS.

2) Purpose (objective) - The purpose of today's lesson, why the students need to learn it,
what they will be able to "do", and how they will show learning as a result are made clear
by the teacher.

3) Input - The vocabulary, skills, and concepts the teacher will impart to the students -
the "stuff" the kids need to know in order to be successful.

4) Modeling (show) - The teacher shows in graphic form or demonstrates what the
finished product looks like - a picture worth a thousand words.

5) Guided Practice (follow me) - The teacher leads the students through the steps
necessary to perform the skill using the tri-modal approach - hear/see/do.

6) Checking For Understanding (CFU) - The teacher uses a variety of questioning
strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up?

7) Independent Practice - The teacher releases students to practice on their own based
on #3-#6.

Gagné Nine Events of Instruction

Krupp, M. (2014). Robert Gagné Nine Events of Instruction Explained [Slideshare]. Retrieved on January 11, 2017, from http://www.slideshare.net/MissyKrupp/robert-gagne-9-events-of-instruction-explained