Writing Objectives Teaching Booklet

Writing Effective
Instructional Objectives

Created for Chandler Traditional Academy

Prepared by 2nd Element

Copyright ⓒ 2017 Sandra Kohl and Brittany Long – All rights reserved

Performance Analysis
Performance Gap Identified
The Chandler Traditional Academy (CTA) within Chandler Unified School District (CUSD)
administration has seen a decrease in the use of clear, measurable instructional objectives being
created by its teaching staff for each lesson plan. As part of a school wide evaluation, educator
lesson plans have randomly been submitted to team leads and the school principal for three
months to assess the quality, frequency, and measurability of included objectives. Supervisors
reported that 45% of randomly selected lesson plans were without sufficient instructional
objectives, and of those 25% arrived without including objectives at all.
Causes
2nd Element issued an electronic survey to each educator within CTA, preserving anonymity for
the best chance of candor. Of the representative sample returned, only 1 in 5 educators
responded that they “always” create instructional objectives for each lesson plan. Sixty percent
of respondents identified their practice of writing objectives was “more than half the time."
Despite an extensively experienced teaching staff (mean = 18 years) and 4 out of 5 teachers
responding that they are “moderately experienced” or “very experienced” in writing objectives,
only 20% of educators were able to correctly identify the constructors of measurable objectives.
Furthermore, 80% of responding educators reported a lack of confidence in their writing abilities
to be clear and focused. Lack of time to write objectives was also prevalent among sampled
educators.
Instructional Program Prescribed

Taking into account the expressed need of the CTA administration and the demonstrated lack of
knowledge and skills needed to develop effective instructional objectives, one ninety-minute
face-to-face educator workshop is prescribed to mitigate the identified performance gap. In
order to ensure proper comprehension, practice, feedback, and transfer of skills, best practices
indicate instructional intervention, in lieu of additional classroom software, will help to close the
gap in expected performance. Learners will utilize the content presented in this course to ensure
future objective writing is clear, concise, and effective..

Target Population
Identification of Learner Groups
Educators at Chandler Traditional Academy range from pre-kindergarten to sixth grade. Special
education, music, orchestra, and P.E. are also included.
Total Educators 33 100%
Total Females 31 94%
Total Males 2 06%
Bachelor’s Degree 33 100%
Master’s Degree 15 46%
Doctor of Philosophy 2 06%
Degree in Elementary Education 23 70%
Caucasian 18 55%
Hispanic 10 30%
Asian 2 06%
Native American 3 09%
African American 0 0%
First Year Teachers 4 12%
Second Year Teachers 6 18%
Third Year + Teachers 23 70%
Teachers with Disabilities 5 15%

Characteristics
The average students are between the ages 21-55 years old. There are 23 students that are in
the range from 21-35 years old, and 10 students that are 36-55 years old.
There are 5 students that are visually impaired, and require special seating near the presentation.
There are no hearing impaired.
80% of students have high motivation for writing effective objectives.
All the students have a drive for further training to improve their teaching styles/methods.
There are 15% of learners with a visual disability at this school at this time. They require to be
close to where the instruction is being displayed.
30% teachers are a first or second year teacher.
54% of the teachers are Caucasian, the other 46% have varying ethnic backgrounds.

Location
63% of the learners achieved their degrees in the state of Arizona.
36% of the learners achieved their degrees in another state.
All learners are teachers in the Chandler School District at Chandler Traditional Academy.

Experience
All of the learners have a Bachelor’s Degree.
46% of learners have a higher education with a Master’s Degree.
70% of the learners have a degree with Education or Special Education.
14% of the learners have a degree in Science.
11% of the learners have a degree in P.E., Music, or Art.
5% of the learners have a degree in History.
All the learners are in teaching positions.
30% of the learners are first or second year teachers.

Attitude
80% of the learners have suggested more training in writing effective learning objectives to
enhance their lesson’s learning objectives.
80% of learners are motivated to learn how to effectively write learning objectives for each of
their lessons.
The 20% of learners that are unmotivated feel confident in writing learning objectives and feel
that they do not need the additional training.
100% of the teachers received writing learning objectives training during new hire orientation.
Related Skills
Every learner has at least a Bachelor’s degree.
Every teacher is required to write learning objectives for their lessons taught.
100% of teachers have received a brief New Teacher training where they went over writing
objectives.
Preferred Ways of Learning

Kinesthetic Learning 14 42%
Visual Learning 23 70%
Audio Learning 8 24%
Classroom Setting 18 55%
Online Learning 15 46%
Contexts and Settings
Orienting Factors
It is universally recognized by the assessed faculty that continuing education and training is a
“necessary evil” in order to stay current with best practices. Learning how to write effective
instructional objectives appears to fall within this category as well. All educator motivations are

encompassed by two ideals: citing either that writing objectives is mandatory for their job or that
they want their students to have the best lesson possible. 2nd Element also reviewed a recent
district wide newsletter, where the importance of instructional objectives headlined the four page
document, along with an annual performance review implication. Most faculty strive to create the
best possible lessons and experiences for their students, though time is always a factor for fully
completing the lesson design process.
Instructional Logistics
July through May is a considerably demanding time for faculty and administrators as preparation
and instruction takes over the schedules of everyone involved. Due to stiff schedule constraints,
65% of educators favor a face-to-face course presented in sixty minutes commencing at a time
within work hours. There are strategic opportunities twice in the fall (2017) that would provide the
largest number of available faculty for an in person course with the least impact on students and
financial resources. The following district wide inservice days have been identified as ideal for
fall 2017 implementation:
● July 18-21 2017

● October 16-17 2017
A tertiary option available is exploration of an after school workshop, with most faculty identifying
Wednesdays as the most agreeable.
Physical Aspects of the Performance Site

Chandler Traditional Academy presents ideal conditions for a face to face workshop for its faculty.
Having the benefit of being the home school for each educator, course difficulties surrounding
commuting, parking, access to materials: such as laptops, lesson plans, and building wide
wireless, are all mitigated. The entirety of CTA faculty comfortably fits within the large, well lit
multi-purpose room with ample access to electricity, presentation hardware, electricity, restrooms,
and refreshments.
Supervisor Support
CTA thrives on collaboration and a dedication to excellence. As reported by CTA administration,
the principal and most supervisors are in full support of the faculty participation in the one-time
ninety-minute workshop. Furthermore, CTA administration will be represented in the workshop
as well. Benefits such as superior lesson planning and specificity, and student accountability far
outweigh any inconvenience of lost work time.

Relevance of Skills to Workplace

Direct relevance and utility back in the classroom will be immediately observed during and after
this instruction. Apprehension toward constructing effective objectives can be mitigated by
taking this course. Using lesson plans right from the faculty members’ repertoire will increase
immediate application and will promote transfer of knowledge back to the classroom.
How does learner context simulate transfer/performance context?

Learners are highly educated and interested in learning what they can to ensure the best
possible class for their students, though that may or may not include writing instructional
objectives consistently for some. Fifty-four percent of the faculty at CTA prefer to learn in person
in a classroom setting. Along with principal and supervisor support, these details will help to
transfer performance to their current teaching positions.
Instructional Goal
Pre-kindergarten through sixth grade teachers at Chandler Traditional Academy will design
effective instructional objectives for each lesson plan they create.
Task Analysis
Purpose Statement
Design effective instructional objectives that include the three parts, behavioral verb, condition,
and criterion, for a lesson plan.
Prerequisite Skills
● Content mastery within chosen lesson plan
● General awareness of Bloom’s Taxonomy of cognitive learning
Outline
I. Identify the difference between a goal and an objective
A. Define goal
1. An overarching outcome for an instructional unit, the main result of the

lesson plan

B. Define objective
1. Specific, incremental steps to take in order to reach the instructional goal
II. Effective objectives are made up of three parts
A. Effective objectives are made up of three parts
1. Condition
a) Circumstances under which the behavior is to be performed
(1) Given a set of data...
(2) When presented with a map…
(3) While using a protractor...
2. Criteria
a) How well the learners must perform the task
(1) Scoring 8 out of 10
(2) With 90% accuracy
(3) Within 60 seconds
3. Behavioral action
a) Describes an observable learner action or product
(1) Label
(2) Examine
(3) Conclude
III. Distinguish between observable behavioral verbs and non-behavioral verbs
1. Choosing an action/behavioral verb is important and can define what type
of knowledge you expect learners to achieve
a) Observable behavioral verbs
(1) Explains an observable action or creation of a product we
can see
(a) Verb examples: arrange, define, express,
summarize, illustrate, create
b) Non-observable verbs are more appropriate for goal statements
(1) These types of amorphous verbs are difficult to measure
with the specificity an objective requires.
(2) Examples of verbs that cannot be clearly measured
(a) “Know”
(b) “Learn”
(i) Teachers are unable to determine when a
student learns something.
(ii) Teachers are unable to “see” learning.
IV. Recognize how observable behavioral verbs define the type of student learning an
objective achieves using Bloom’s Taxonomy
A. Bloom’s Taxonomy

1. Definition: is a set of six hierarchical levels used to classify the type of
learning each achieves
2. Six Levels of Taxonomy Chart
a) Knowledge: recall basic facts and concepts
b) Comprehension: explain ideas or concepts
c) Application: use new information in new situations
d) Analysis: draw connections among ideas
e) Synthesis: putting the parts together to form a new whole
f) Evaluation: making judgements
3. Behavioral verbs are able to be categorized into one of these six levels
V. Write an effective instructional objective for lesson plan
A. Write effective instructional objectives using 3 main parts and an observable
behavioral verb
Performance Objectives
Upon completion of this workshop, Pre K-6th grade faculty of the Chandler Traditional Academy
will be able to:
1. When presented with examples, learners will be able to differentiate between a goal and
an objective with 100% accuracy.
2. Given a list of verbs, educators will be able to distinguish between appropriate
observable behavioral verbs and non-observable behavioral verbs with 100% accuracy.
3. When presented with Bloom’s Taxonomy, students will be able to identify objectives
associated with each level of knowledge with 80% accuracy.
4. When writing instructional objectives, learners will include and label all three parts of an
effective instructional objective (behavioral verb, condition of performance, and the level
of accuracy) with 95% accuracy.
Assessment Instruments

Instructional Type of Rationale for the Assessment Items

Objective Assessment Selected
Assessment
Type/Instruction


Constructed Constructed Directions: Identify each question

When presented with Response: response is as either an objective or a goal.
examples, learners One Word being used to Then explain why you labeled
will be able to Answer observe if the each one the way you did. A
differentiate between Then Explain learners are able discussion will be led at the end to
Reason to identify go over all the answers.
a goal and an between a goal
objective with 100% and objective. 1. Upon lesson completion,
accuracy. The constructed students will develop an increased
response is also understanding of the circulatory
including having system.
the learners
explain why they (GOAL OR OBJECTIVE)
determined what Goal
each one was. ________________
This will allow
learners to take Why:
their learning to
the next level. _________________________

2. When presented with a diagram,
students will be able to label the
parts of the heart with 90%
accuracy.

(GOAL OR OBJECTIVE)
Objective
________________

Why:

_________________________

3. When the lesson is completed,
students will be able to create an
example for each type of sentence
with 80% accuracy.

(GOAL OR OBJECTIVE)
Objective
________________

Why:

_________________________


4. When presented with a chapter

book, students will be able to
comprehend what is said in each
chapter.

(GOAL OR OBJECTIVE)
Goal
________________

Why:

_________________________
Matching Matching was Directions: Match the verbs to

Given a list of verbs, chosen as a way either observable behavioral verbs
educators will be to see if learners or to non-observable behavioral
able to distinguish are able to verbs.
between appropriate identify the
difference Non-observable Verbs
observable between a
behavioral verbs and non-observable Observable Verbs
non-observable and an
behavioral verbs with observable
behavioral verb. Verbs
100% accuracy.
Realize, summarize, understand,
illustrate, define, appreciate

Answer Key

Non-observable Verbs
Realize, understand, appreciate

Observable Verbs
Summarize, illustrate, define
Constructed Short answer Directions: Identify which Bloom’s

When presented with Response: was chosen as a Taxonomy Level is each objective.
Bloom’s Taxonomy, Short Answer way to see if
students will be able learners are able
to identify objectives to identify the
associated with each levels or rigor

level of knowledge each objective
fits into the
with 80% accuracy.
Bloom’s
Taxonomy
Levels.

Learners are Directions: Take your lesson plan

When writing Skill/Behavior using a rubric as that you brought and create an
instructional Assessment their guide when effective instructional objective
objectives, learners with a Rubric writing effective including the three main parts that
will include and label learning make up an objective.
objectives. This
all three parts of an will allow Once you have written your
effective instructional learners to have instructional objective go through
objective (behavioral it fit for their own and label the three main parts that
verb, condition of lesson plans, and make up an effective objective:
demonstrate behavioral verb, condition of
performance, and the
knowledge on performance, and the criterion.
level of accuracy) the entire lesson.
with 95% accuracy. *Use the rubric as a guide to know
how you will be graded and to

make sure you have all the parts

included.*

Rubric

Pre-Instructional Activities:
Assessment
Pre-Test
Learners will be oriented to the content of the course via pre-test questioning outlined in the
Participant Booklet. Questions posed are as follows:
● How do goals and objectives differ?

● What makes an effective objective?
● What is the relationship between writing objectives and Bloom’s Taxonomy of Cognitive
Domains?

Post Test
Course comprehension will culminate with the final course assessment: writing effective
instructional objectives using a lesson plan of the learners’ choice. Upon finishing this activity,
learners will exchange objectives with a peer in order to be evaluated. The provided rubric will
evaluate learner objectives based on the merits of the three parts of an objective and labeling,
Motivation
Video by Common Craft: “Instructional Objectives”
Retrieved at: https://www.commoncraft.com/video/instructional-objectives
3 minutes
Most faculty members are not clamoring to spend valuable time writing what some perceive as
unnecessary instructional objectives. Considering how many lessons take place each day,
writing time could certainly add up. This short video clip will playfully explain the need for
instructional objectives and highlight the content they are about to learn.
Objectives
Following the motivational activity, learners will be directed to their Participant Booklet to find a
listing of instructional objectives and program goal outlined for this course. Based on the course
content, 2nd Element decided it best to include full objectives (with all three parts) in lieu of a
more simple representation as prescribed in order to curb possible misconceptions with the
content being presented.
Prerequisites
Part way through the course, learners will be reminded of Bloom’s taxonomy of cognitive learning
that should not be unfamiliar. Active recall will be encouraged upon the instructor displaying the
taxonomy hierarchy and reminding learners how students are able to interact with content at
each level.


Instructional Strategies and Activities

Instructional Objective #1
When presented with examples, learners will be able to differentiate between a goal and an
objective with 100% accuracy.
Assessment Method & Sample Assessment Item
Assessment Method
This objective will be assessed with constructed response short answer questions
Sample Assessment Item
Upon lesson completion, students will develop an increased understanding of the

circulatory system. ______GOAL______ Explain why: ______________________
When presented with a diagram, students will be able to label the parts of the heart with
90% accuracy. ______OBJECTIVE______ Explain why: ______________________
Instructional Methods/Strategies
Content
Instructor will introduce how goals and objectives are related
Definition of goal: an overarching outcome for an instructional unit, the main result of the
lesson plan
Definition of objective: specific, incremental steps to take in order to reach the

instructional goal
Show 2 examples of goals and objectives
Examples

Instructor will introduce the relationship of goals and objectives using an engaging Screen
Bean graphic
1 PowerPoint slide will define and provide an example of "goal"
1 PowerPoint slide will define and provide an example of "objective"
1 PowerPoint slide will introduce the participant practice/assessment, “Match Point: Goals
vs. Objectives”
Generative Strategy/Learner Participation
Practice items and activities:
RECALL/INTEGRATION: In their participant booklet, students will label 5 sentences either

goal or objective and then will write the definition of each term in their own words.
Feedback:
The instructor will review each response to the short answer questions aloud to ensure
student understanding. Next, the instructor will ask for two volunteers to read their
definitions for "goal" and "objective."
Given a list of verbs, educators will be able to distinguish between appropriate observable
behavioral verbs and non-observable behavioral verbs with 100% accuracy.
Assessment Method
This objective will be assessed with objective testing in a form of matching
Examples of non-observable behavioral verbs: realize, increase, appreciate,

perceive, understand

Examples of observable behavior verbs: arrange, define, express, summarize,

illustrate
Content
Instructor and short video will introduce the concept that an instructional
objective has 3 parts: observable behavioral verb, condition, criterion.
Define condition: circumstances under which the behavior is to be performed
Define criteria: how well the learners must perform the task
Define behavioral action: describes an observable action or creation of a

product we can see
Effective objectives must use verbs that are observable so that they can be
measured or evaluated
Terms such as "learn" or "know" are much too vague and cannot be clearly
measured. You cannot determine when a student learns something. We cannot
*see* learning.
Examples
Instructor will show short video clip introducing the 3 parts of an effective
objective
1 PowerPoint slide further describing the 3 parts
1 PowerPoint slide defining condition and providing examples
1 PowerPoint slide defining criteria and providing examples
1 PowerPoint slide defining behavioral action and providing examples
1 PowerPoint slide to provide observable and non-observable verb definitions

and examples

1 PowerPoint slide with directions for the group verb sorting activity "Verb
Differential"
ORGANIZATION: Learners will be given a verb (either observable behavioral or

non-observable) on a piece of paper and they must categorize it under the
correct heading on the board.
Feedback:
The instructor will quickly review all verb placements on the board and switch
any incorrect placements while ensuring learners understand why it was
incorrectly placed. Students will have the opportunity to ask questions for any
incorrect answers if they are still confused.
When presented with Bloom’s Taxonomy, students will be able to identify objectives
Assessment Method
This objective will be assessed using objective testing with matching
Using Bloom's Taxonomy, match each objective with the corresponding level of
knowledge:
1. Given a blank map of the United States the student will identify all 50 states with 90%
accuracy. _____Knowledge______________


2. When given the formulas for area and perimeter, students will be able to design 4
original problems on a worksheet with 90% accuracy.
______Create____________________
Content
Introduce and describe the six levels of Bloom's Taxonomy: knowledge, comprehension,
application, analysis, synthesis, and evaluation.
Behavioral verbs can all be sorted into these six levels.
The specific verb chosen for objectives indicates the level of learning you hope to
achieve.
Examples
1 PowerPoint slide showing and describing a graphic of Bloom's Taxonomy
1 PowerPoint slide introducing the concept that the verb chosen corresponds with the
level of learning
1 PowerPoint slide introducing learner matching activity, “Bloom’s Taxonomy of Bust”
RECALL: Learners will be directed to their participant booklets and asked to complete the
matching activity - matching eight example objectives to the corresponding level in
Bloom's Taxonomy.
Feedback:
Instructor will review each answer with the learners to ensure comprehension.

When writing instructional objectives, learners will include and label all three parts of an
effective instructional objective (behavioral verb, condition of performance, and the level of
accuracy) with 95% accuracy.
Assessment Method
This objective will be assessed using a skill/behavior assessment with a rubric

Create 3-5 effective instructional objectives including and labeling the three main parts.
Utilize the rubric provided to guide you in construction.


Content
Instructor will ask students to recall course content: goal vs. objective, 3 parts of an
objective, measurable verbs, and how Bloom's Taxonomy relates to objectives
Instructor will present/show two objectives and will ask for learner volunteers to identify
the 3 parts
Examples
1 PowerPoint slide reviewing course content
1 PowerPoint slide will show 2 objective examples and for class participation of labeling
the 3 parts
1 PowerPoint slide describing the learner activity of writing objectives, "Objectives 360”
ELABORATION: Utilizing a personal classroom lesson plan, learners will write three to five
effective objectives including and labeling all three parts
Feedback:
Learners will exchange their objectives with a peer for evaluation and feedback on the
provided rubric
Follow-through Activities
● Extension: Students will take an old lesson plan and evaluate the objective. They will
determine if the old objective consists of all the components of an effective instructional

objective. If it does not, the learner will need to fix the objective to ensure that it includes
all parts.
● Remediation: Students will be given additional verbs within the six levels of Bloom’s
Taxonomy to create an activity for each one. Using the Bloom’s Taxonomy level diagram
can be accessed if the learner is still struggling for guidance. Practice page can be
accessed on page 28.
● Both activities may be done on students’ own time for additional practice and learning if
needed.

Writing Effective
Objectives

Instructor Guidebook PLACEHOLDER

INSERT PDF OF INSTRUCTOR GUIDEBOOK

Support Materials (Optional)
Not available for draft

Writing Effective
Objectives

Participant Booklet


Table of Contents
Overview………………………………………………………………………………………………………………………Page 1
Program Introduction……………………………………………………………………………………...Page 1
What will you Accomplish……………………………………………………………………………….Page 1
Why is this Training Important………………………………………………………………………..Page 1
Why will this Training Help you in your Career?...................................................Page 1
Assessment………………………………………………………………………………………………………………….Page 2
Pre-test…………………………………………………………………………………………………………….Page 2
Post Test…………………………………………………………………………………………………………..Page 3
Training Sequencing…………………………………………………………………………………………………...Page 3
Unit #1: Goal vs. Objective……………………………………………………………………………...Page 4
Unit #2: Parts of an Objective…………………………..…………………………………………...Page 4
Unit #3: Bloom’s Taxonomy Levels………………………………………………………….……..Page 5
Unit #4: Writing Effective Objectives……………………………………………………………..Page 6
Handouts……………………………………………………………………………………………………………………...Page 8
Pre-test Handout………………………………………………………………..…………………………...Page 8
Slideshow Notes……………………………………………………………………………………………..Page 9
Match Point: Goal vs. Objective Activity Handout……………...………………………...Page 26
Observable or Non-observable Handout……………………………………………………...Page 27
Bloom’s Taxonomy or Bust Activity Handout………..……………………………………....Page 28
Bloom’s Taxonomy Verb Activity………………..…………….…………………………………….Page 29
Bloom’s Taxonomy Verb Activity Rubric………………………………………………………...Page 30
Quick Review Handout…………………………………………………………………………………...Page 32
Identify 3 Objective Parts Handout………………………………………………………………..Page 33
Writing an Effective Objective Rubric…………………………………...……………………….Page 34

Overview
Program Introduction
The purpose of this training is to help you improve writing effective instructional objectives for
your lessons. In this training you will determine the misconceptions between an objective and a
goal. You will be able to identify the difference between an observable and non-observable verb
that can be used in instructional objectives. At the end of this training you will be able to write
effective instructional objectives including a behavioral verb, condition of performance, and the
criteria of accuracy.

What will you accomplish?
At the end of this training you will be able to write effective instructional objectives including a
behavioral verb, the condition of performance, and criteria for accuracy. You will be able to
identify the differences between a goal and objective, and the differences between observable
and non-observable verbs. You will also be able to create your objectives to fit in a specific level
on the Bloom’s Taxonomy Level chart. This will be accomplished by the following:

1. When presented with examples, learners will be able to differentiate between a goal and
an objective with 100% accuracy.
2. Given a list of verbs, educators will be able to distinguish between appropriate
observable behavioral verbs and non-behavioral verbs with 100% accuracy.
3. When presented with Bloom’s Taxonomy, students will be able to identify objectives
4. When writing instructional objectives, learners will include and label all three parts of an
effective instructional objective (behavioral verb, condition of performance, and the level
of accuracy) with 95% accuracy.
Why is this training important?

This training will provide you with the opportunity to take your students’ learning to the next level,
by creating effective instructional objectives for every lesson you create. Instructional objectives
help inform structure of content instruction and provides expectations for the learners. Using
effective instructional objectives can create a level of rigor for students that drives their self
motivation to the learning process.
1

Why will this training help your career?

This training will help your career by providing you with the knowledge and skills to write
effective instructional objectives. This training will allow you to take your lessons to higher levels
of rigor through Bloom’s Taxonomy Levels. It will allow you to hold students to high levels of
success when instruction is implemented.
Teachers need to write instructional objectives for every lesson in most districts. It is imperative
that they understand how to write effective ones that will really guide their lessons and provide
students with the criteria they need to pass the objective with. This training will give you the
opportunity to take your students’ learning to the next level of success.

Assessments

Pre-test
One week before the training will take place, complete the following questions online. Your
instructor will email them to you before the week before the training for the pretest. The pretest
will assess your general knowledge on writing effective instructional objectives including the
relationship to Bloom’s taxonomy levels. You will also need to bring one of your lesson plans to
the training.
Pre-test Handout
This was sent out last week before the training. If you did not complete the questionnaire, these
were the questions on it.
● How do goals and objectives differ?

● What makes an effective objective?
● What is the relationship between writing objectives and Bloom’s Taxonomy of Cognitive
Domains?
● Write an instructional objective that you are using for one of your lessons.
2

Post Test
At the end of the training you will be writing an effective instructional objective incorporating the
behavioral verb, content of performance, and criteria for accuracy based off the lesson you
brought to the training. After you have written your effective instructional objective you will need
to label all three parts of the objective. You will be able to use the rubric for assistance.
Rubric Handout

3

Training Sequencing

Module #1 - Goal vs. Objective

Objective #1
When presented with examples, learners will be able to differentiate between a goal and an
objective with 100% accuracy.

AFTER THIS OBJECTIVE, YOU WILL BE ABLE TO:
● Identify the difference between a goal and an objective.
● Identify the misconceptions between writing objectives and writing goals.
● Choose the correct example of a goal and objective when presented with different
examples.

Materials
● Slideshow Handout for note taking Pg. _____
● “Match Point: Goal vs. Objective” Handout Pg. _____

What the instructor will cover
This section will cover the misconceptions between a goal and an objective.
● Identify the definition of a goal
● Identify the definition of an objective

Your Turn
● Assessment: You will now complete the four short answer questions differentiating
between goal and objective and then explain why in the handbook. After reading each
example you are to write “goal” or “objective” and then explain why you chose what you
chose. This can be found on page ______ of your handbook.

Module #2 - Parts of an Objective
Objective #2
Given a list of verbs, educators will be able to distinguish between appropriate observable
behavioral verbs and non-observable behavioral verbs with 100% accuracy.
AFTER THIS OBJECTIVE YOU WILL BE ABLE TO:
● Describe that effective objectives are made up of a behavioral verb, condition of
performance, and criteria for accuracy.
● Identify the difference between an Observable and Non-observable behavior verbs.
● Sort examples of Observable and Non-observable behavior verbs correctly.

4

Materials
● Slideshow Handout for note taking Pg. ________

This section will allow you to identify what makes an objective effective.
● Describe that an objective is made up of three main parts: behavioral verb, condition of
performance, and criteria for accuracy
● Identify the difference between observable and non-observable verbs

Your Turn
● Assessment: You will be given one behavioral verb. You will tape it up on the front board
under the correct heading, “observable” or “non-observable.”. After every student has
placed their verb into the two categories there will be a group discussion to go over the
answers.
● Supplemental Activity (optional): In the handbook turn the page ______ and sort the
verbs into either observable or non-observable verbs. The self check answer key is
available on page ________.

Module #3 - Bloom’s Taxonomy Levels
Objective #3
When presented with Bloom’s Taxonomy, students will be able to identify objectives associated
with each level of knowledge with 80% accuracy.
● Identify the six levels on the Bloom’s Taxonomy Chart

● Sort objectives into the appropriate levels of Bloom’s Taxonomy
Materials
● “Bloom’s Taxonomy or Bust” Matching Pg. _______

In this section the instructor will go over how your choice of observable verbs can affect the level
of knowledge achieved in Bloom’s Taxonomy.
● Six Levels of Bloom’s Taxonomy
● Activities for each level

Your Turn
● Assessment: Given eight objectives, you are going to label with the corresponding level
of Bloom's Taxonomy. Make sure to use the diagram within your slideshow notes on pg.
________ if you get stuck. The instructor is going to go over all answers at the end of the
assessment. See “Bloom’s Taxonomy of Bust” activity on Pg.__________ in the handouts.
● Supplemental Activity (Optional): “Bloom’s Taxonomy Verb Activity” In the handbook turn
the page ______ and create an activity for the verb listed. After creating an activity for

each verb identify what level of Bloom’s Taxonomy it would fall under. The self check
answer key is available on Pg. _______ along with a rubric to check your activity.

Module #4 - Writing Effective Instructional Objectives
Objective #4
When writing instructional objectives, learners will include and label all three parts of an effective
instructional objective (behavioral verb, condition of performance, and the level of accuracy) with
95% accuracy.
● Write an effective instructional objective including all three parts of an effective objective.
Materials
● Rubric Pg. _________

In this section the instructor will go over identifying the three parts that make an effective
objective.
● Identify the condition, behavioral verb, and criteria

Your Turn
● Practice: Answer the four review questions for what was taught in Modules 1-3 thus far.
This is “Quick Review” on Pg. _________ in the handouts. This will be a group discussion
to go over each of the questions.
● Practice: “Identify 3 Objective Parts”. Using the slideshow and the handout identify the
condition, behavioral verb, and the criteria of the two verbs listed. This is great practice
for writing effective objectives. Your instructor will go over answers when everyone is
done.
● Assessment: Take out your lesson plan that you brought and create 3-5 effective
instructional objectives including the three main parts that make up an objective.
○ Once you have written your instructional objectives go through and label the three
main parts that make up an effective objective: behavioral verb, condition of
performance, and the criteria of accuracy.
○ Use the rubric as a guide to know how you will be graded and to make sure you
have all the parts included. Pg. ___________


Optional Activities (Enrichment)
● Extension: Students are able to take another one of their lessons and create a new
effective instructional objective using the same rubric for the assessment. They will also
need to make sure to include all three parts that make up an effective instructional
objective.
● Remediation: Students will be given the additional link to sort more verbs into the six
levels of Bloom’s Taxonomy without using the diagram as reference. The Bloom’s
Taxonomy level diagram can be accessed if still struggling for guidance.
● Both activities may be done on students own time for additional practice and learning if
needed.

Handouts
Pre-test Handout

Slideshow Note Taking Handout
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________


Goal vs. Objective Handout

Supplemental Activity: Observable vs. Non-observable

Activity

Bloom’s Taxonomy or Bust Activity

Bloom’s Taxonomy Verb Activity (Optional)

Bloom’s Taxonomy Verb Activity Rubric


Quick Review Handout

Identify 3 Objective Parts Handout

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Writing an Effective Objective Rubric

Supplemental Activity: Observable vs. Non-observable Sort

Answer Key

Extension: Bloom’s Taxonomy Activity Practice

Formative Evaluation Methods

Purpose
To explore reducing instruction time and/or content without affecting learner ability to understand
and construct effective instructional objectives.
Evaluation Objectives/Questions
● Can all the content, activities, and assessments be taught in a ninety-minute class?
● On average how long does each objective take to complete the required material?
● Are the learning activities appropriate and effective methods of content instruction?
● Are there activities or assessment techniques the learners and instructors feel hinder the
understanding of the material?
● What content or materials do learners and instructors feel are superfluous and can be
removed, if any, but still ensure learner comprehension?
● From Objective #2
○ After receiving the information are students able to correctly identify the
difference between non-behavioral objectives and observable behavioral
objectives?
○ Will students find the Bloom’s Taxonomy chart helpful in this course?
○ Will students be able to sort objectives into the levels of Bloom’s Taxonomy?
○ What part of the rubric did the learners perceive helpful?
○ What part of the rubric needs further clarification?
Evaluation Plan Organization Table
Evaluation Purpose - INSTRUCTOR
To explore reducing instruction time and/or content without affecting learner

ability to understand and construct effective instructional objectives.
Audience:

Results presented to:
Chandler Traditional Academy Administration
Evaluation Questions/Objectives
Timing
Can all the content, activities, and assessments be taught in

- a ninety-minute course?
On average, how long does each objective take to complete

- the required material?
Content/Materials
Are the learning activities appropriate and effective

- methods of content instruction?
Are there activities or assessment techniques the instructor

- feels hinder the understanding of the materials?
Are their content or materials the instructor feels are

superfluous and can be removed, if any, but still ensure
- learner comprehension?
Data-Gathering
Data Source/Participant Info
Instructor presenting to a small pilot test group taking the

- course on constructing effective instructional objectives
Phases of Evaluation
The instructor will teach course to at least five learners in a

- pilot test.

Evaluator will observe each learner in the ninety-minute

- course
Evaluator will conduct a face-to-face interview with each

- learner
Data Collection Instruments
Observation: Evaluator will record written observations

pertaining to each of the above evaluation questions while
- observing pilot test learners
Face-to-face interview: will utilize an open ended

questionnaire of four scripted questions taken from above
but will proceed in an unstructured nature to allow for follow
- up questioning
Data Collection Procedure
While the instructor teaches the pilot course, the evaluator

will observe learners and record observations pertaining to
1st: each evaluation question.
The evaluator will meet face to face with each test learner to
obtain answers to the open-ended questions above but will
proceed in an unstructured manner to allow for organic
2nd: follow up questioning
Evaluation Purpose - LEARNER
To explore reducing instruction time and/or content without affecting learner

ability to understand and construct effective instructional objectives.
Audience:
Results presented to:

Chandler Traditional Academy Administration
Evaluation Questions/Objectives
Performables
After receiving the information are students able to correctly

identify the difference between observable and
- non-observable behavioral verbs?
- Will students find the Bloom’s Taxonomy chart helpful?
Will students be able to identify where the objectives fit

- within Bloom’s levels?
What part of the rubric did the learners perceive helpful?
-
What part of the rubric needs further clarification?
-
Content/Materials
Are there activities or evaluation techniques the learners feel

- hinder their understanding of the material?
Are the learning activities appropriate and effective methods

- of content instruction?
What content or materials do learners feel are superfluous

and can be removed, if any, but still ensure learner
- comprehension?
Data-Gathering
Data Source/Participant Info
A small group of learners participating in the course pilot test

- on constructing effective instructional objectives

Phases of Evaluation
- Learners will complete the ninety-minute course.
Evaluator will send out electronic survey via email upon

- course completion.
Data Collection Instruments
Survey: an electronic survey will present eight open ended

- questions for learners to respond to.
Learner performance: evaluator will review performables

recorded in the Participant Booklet for completeness and
- learner comprehension.
Data Collection Procedure
Instructor will gather and submit the Participant Booklets of

1st: each learner from the pilot test course to the evaluator.
Upon each learner completing the ninety-minute pilot test

course, the evaluator will send out a link to the electronic
survey containing eight open ended questions drawn from
2nd: the evaluation questions above.
The evaluator will review learner Participant Booklets for

3rd: completeness and comprehension.
The evaluator will compile and review results from returned

4th: surveys.
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction
(7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
North American Electric Reliability Corporation. (2007). Continuing Education Program: Guide to
Writing Learning Objectives. Washington, DC.

Writing Objectives Teaching Booklet

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Writing Objectives Teaching Booklet

Diunggah oleh

Hak Cipta:

Format Tersedia

Created for Chandler Traditional Academy

Instructional Program Prescribed

Total Educators 33 100%

Total Females 31 94%

Total Males 2 06%

Bachelor’s Degree 33 100%

Master’s Degree 15 46%

Doctor of Philosophy 2 06%

Degree in Elementary Education 23 70%

Native American 3 09%

African American 0 0%

First Year Teachers 4 12%

Second Year Teachers 6 18%

Third Year + Teachers 23 70%

Teachers with Disabilities 5 15%

80% of students have high motivation for writing eﬀective objectives.

30% teachers are a ﬁrst or second year teacher.

36% of the learners achieved their degrees in another state.

46% of learners have a higher education with a Master’s Degree.

70% of the learners have a degree with Education or Special Education.

14% of the learners have a degree in Science.

11% of the learners have a degree in P.E., Music, or Art.

5% of the learners have a degree in History.

All the learners are in teaching positions.

30% of the learners are ﬁrst or second year teachers.

Preferred Ways of Learning

Visual Learning 23 70%

Audio Learning 8 24%

Classroom Setting 18 55%

Online Learning 15 46%

Contexts and Settings

● July 18-21 2017

Physical Aspects of the Performance Site

Relevance of Skills to Workplace

How does learner context simulate transfer/performance context?

1. An overarching outcome for an instructional unit, the main result of the

Instructional Type of Rationale for the Assessment Items

Constructed Constructed Directions: Identify each question

4. When presented with a chapter

Matching Matching was Directions: Match the verbs to

Constructed Short answer Directions: Identify which Bloom’s

Learners are Directions: Take your lesson plan

make sure you have all the parts

● How do goals and objectives diﬀer?

Instructional Objective #1

Assessment Method & Sample Assessment Item

Sample Assessment Item

Upon lesson completion, students will develop an increased understanding of the

Instructor will introduce how goals and objectives are related

Deﬁnition of objective: speciﬁc, incremental steps to take in order to reach the

Show 2 examples of goals and objectives

1 PowerPoint slide will deﬁne and provide an example of "goal"

1 PowerPoint slide will deﬁne and provide an example of "objective"

Generative Strategy/Learner Participation

Practice items and activities:

RECALL/INTEGRATION: In their participant booklet, students will label 5 sentences either

Instructional Objective #2

Assessment Method & Sample Assessment Item

This objective will be assessed with objective testing in a form of matching

Sample Assessment Item

Examples of non-observable behavioral verbs: realize, increase, appreciate,

Examples of observable behavior verbs: arrange, deﬁne, express, summarize,

Deﬁne condition: circumstances under which the behavior is to be performed