Education | Andragogy » Adopt and Adapt, Pats First Principle Never Reinvent the Wheel

Source: http://www.doksinet Adopt and Adapt: Pat’s First Principle Never Reinvent the Wheel---unless you can make it better! Many faculty think that adopting PBL, Cases or Problem Spaces is too time consuming. At workshops the first question is usually, “how do I find the time to write new cases or design new problem spaces that really engage the learners”. In this chapter, we will address: • Finding cases, problem spaces and PBLs • Adapting them to the learning objectives for your class • Adapting them to the learners in your class • Writing Learning Objectives • Designing authentic assessments • Finding appropriate resources o Sources for cases o Datasets o Using scientific papers as cases • We will also discuss Backwards Design and Universal Design for Instruction • Adopt and adapt: Which concepts? “We can’t make the whole curriculum PBL. My department chair would have heart failure. I wonder what kinds of topics and concepts we should use it for? ”,

Jeff stated “Let’s start with something easy that we already have a lab for so it can be investigative”, said Olivia. “Then we’ll already have all the learning outcomes stuff” Ah, come on. We probably should pick one of the hardest things for students to learn Or one where they have lots of misconceptions. That’s the stuff where they really get turned off and disengaged, countered Gilberto. Let’s all brainstorm a list of hard concepts.” We can do the ones we find hard to teach math concepts or maybe some stats for data analysis and the biologists can do things the ones with bio misconceptions. • Finding Problems, Cases and Problem Spaces Although there are many websites that have cases on science topics appropriate for undergraduate education, there are fewer that incorporate quantitative concepts, datasets, mathematics and statistics. It helps to have particular concepts, objectives and course topics in mind. Remember you can always make a case more or less

difficult or complex, so don’t hesitate to find ideas originally developed for another level of education. We suggest the following sources for finding cases that you might make more quantitative by adding data analysis and mathematical and statistical concepts: Source: http://www.doksinet Enduring Legacies Native Case Studies The Enduring Legacies Native Cases Initiative began in 2006 as a partnership between The Evergreen State College, Northwest Indian College, Salish Kootenai College, and Grays Harbor College. Our goal is to develop and widely disseminate culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country. The mission of the Enduring Legacies Native Cases Initiative is to develop culturally relevant curriculum and teaching resources in the form of case studies on key issues in Indian Country. The site has resources, readings, videos and a searchable case collection http://nativecases.evergreenedu/ CASES Online a

searchable/downloadable database of cases for K-12, undergraduate, and graduate science education (includes PRISM Program cases) Emory College Center for Science Education, Emory University http://www.cseemoryedu/cases/ Problem-Based Learning Clearinghouse "a collection of problems and articles to assist educators in using problem-based learning" University of Delaware [requires free registration] http://www.udeledu/pbl/othershtml The National Center for Case Study Teaching in Science State University of New York at Buffalo http://ublib.buffaloedu/libraries/projects/cases/casehtml http://ublib.buffaloedu/libraries/projects/cases/ubcasehtm LifeLines Online "Accessible Investigative Case-Based Biology" Southeast Missouri State University and BioQUEST at Beloit College http://bioquest.org/lifelines/summer2002/cases 2002htm http://bioquest.org/lifelines/emory/ http://www.bioquestorg/ http://serc.carletonedu/introgeo/icbl/indexhtml PRISM Problems and Research Integrating

Science and Math http://www.cseemoryedu/prism/resources/ Although this site features mostly cases for K12 educators, many can be adapted up to college level by adding to the objectives and changing assignments. For more mathematical and informatics based sites, BEDROCK Source: http://www.doksinet (Bioinformatics Education Dissemination: Reaching Out, Connecting, and Knittingtogether) is an NSF-funded project aimed at integrating bioinformatics throughout the undergraduate biology curriculum, using an inquiry-based approach in which students explore and analyze actual data in a way that recreates the experience of conducting research. There are over 150 participant projects as well as a number of problem spaces http://bioquest.org/bedrock/ ESTEEM Excel Simulations and Tools for Exploratory Experiential Mathematics Over 60 modules that relate to the mathematics behind biology. http://bioquest.org/esteem/ http://bioquest.org/esteem/esteem resultphp http://www.uwrfedu/caseit/caseithtml

http://www.asmusaorg/edusrc/souvenir/indexhtml PBS Anthrax Case • http://www.pbsorg/newshour/extra/teachers/lessonplans/november01/anthrax/ Project-Based Instruction in Mathematics A number of project based algebra and statistics projects. http://faculty.uscupstateedu/mulmer/PBI Indexshtml Chemistry Cases http://www.chemcasescom/ http://ethics.tamuedu/nsfcases/chem/casehtm Source: http://www.doksinet Finding cases to Adopt and Adapt “So, where’d you find all these cases, Sam?”, asked William. “Well, first I looked on Cases OnLine. Then if I could find one for my topic I used some of the resource sites that Pat and John gave us from NativeCases. If nothing else worked well you know. Google knows” answered James Ahditi exclaimed, “I found lots of good stuff on this Buffalo site. Most seem to be written for college science classes but I bet we could make them more local and interesting. Like Pat says Make them local, use dialogue, cool names, and local events They even

have math ones. I like this one, Into the Abyss: The C ase ofthe C o Sinkhole, but it’s set in Florida. Don’t we have sinkholes here, too” http://ublib.buffaloedu/libraries/projects/cases/ubcasehtm Sure we do. In Atlanta it’s the pothole that eat cars and trucks, giggled Christine “Ok, now we found some cases and adapted them for our students. It’s actually fun writing dialect and making local characters. But how do we do this authentic product stuff and how do you assess whether they really learned anything?”, queried Edward. Source: http://www.doksinet Adapting Cases to your students: Engage them and they will explore To make cases more engaging for your students requires that you have an idea of what your students find interesting. Are they primarily interested in one facet of biology or mathematics or computing? What do they like to read, what kinds of movies do they watch, what music do they listen to? What sports do they watch or play? What clubs do they belong

to? Who do they admire? Will they be more interested if you key your case to something recent that happened locally? Are they ready to read primary literature or should your resources focus on general interest publications or news articles? We’ve found over the years that undergraduates love stories with continuing characters that talk like they do. They like embedded information on careers in science and they love dilemmas and suspense. Although they can be captured by a more didactic style or a news story, it helps to have local interest. For example, the invasive species case that we worked on was set in the northeast. It can easily be changed to fit Atlanta by choosing invasive species that have created havoc here. Visit this site to find some invasive species in your own neck of the woods http://www.fsfedus/invasivespecies/contactusshtml How do you find out what the students interests are? Here’s a Student interest survey you can modify.

http://wwwunionk12scus/ems/Teachers-Forms-Student%20Interest%20Surveyhtm There are of course many interest inventories that one can find on the web and many companies that market them. But you can ask your students a short series of questions that will give you ideas about how to engage their interests and connect them to science, mathematics and computational sciences. Your students also have different backgrounds, experiences and abilities. In order to meet the learning needs of all your students you may need to differentiate instruction, providing entry points for different kinds of learners, accommodating differently abled students, or providing supplemental instruction for those with weaker backgrounds. It also helps to redesign cases to include people from different cultures and perspectives. Check out the following sites to help you with thinking about student differences. http://www.cirtlnet/DiversityResources/resources/case-book/ RAS Reaching All Students: A Resource for

Teaching in Science, Technology, Engineering & Mathematics by Sherrill L. Sellers, Jean Roberts, Levi Giovanetto and Katherine Friedrich, 2005 Case Studies Case Studies in Inclusive Teaching in Science, Technology, Engineering & Mathematics by Sherrill L. Sellers, Katherine Friedrich, Tabassum Saleem and Judith N. Burstyn Source: http://www.doksinet http://www.vanderbiltedu/cft/resources/teaching resources/interactions/diversityhtm http://fod.msuedu/OIR/Diversity/inclusive-teachingasp Source: http://www.doksinet Adapting Cases to your objectives for student learning Student learning is often enhanced when courses, assignments and cases have clear goals and objectives. Sometimes you will find a case or problem that seems to fit your concept, but either is written for a lower level course or is written for a higher level course and you’ll want to provide more background or structure for students to engage the problem. Suppose, for example, you found the case below,

written for an AP Environmental Science class. Let’s consider what you might do to upgrade the case for introductory biology, for an upper level mathbio course or to make it more quantitative in general. First read through the case and assignment materials. Then let’s brainstorm how to change it. Subject: Environmental Science (AP and regular) Grade Level: High School (11-12) Case Summary When new species are introduced to an area, the results can be disastrous. Two teenagers in Georgia discover a massive Burmese python in their backyard, forcing them to consider how species interact in an ecosystem, how non-native species are introduced, and what things, good and bad, can happen as a result. Of course they also want to know what they can do to stop the problem! Credits This case was written by Chelsey Goins (PhD student, Immunology and Molecular Pathogenesis, Emory University, Atlanta, GA) and Korri Ellis (teacher, Henry Grady High School, Atlanta, GA) fellows of the Emory

University PRISM program (http://www.prismemoryedu) Authors may be contacted at chelsey.goins@gmailcom Learning Objectives 1. Identify examples of invasive species 2. Specify what factors determine whether an introduced species will become invasive 3. Describe the relationships between species within their natural habitat 4. Debate the value of introduced species versus the damage of invasive species 5. Predict the effects of introducing a non-native species to any given environment 6. Design containment/eradication plans for certain invasive species Georgia Performance Standards SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. (NSES Content Standard A) SCSh9. Students will enhance reading in all curriculum areas SEV1. Students will investigate the flow of energy and cycling of matter within an ecosystem and relate these phenomena to human society (NSES Content Standard D). Source: http://www.doksinet SEV3. Students will

describe stability and change in ecosystems (NSES Content Standard C). Snakes in a Backyard: Scene 1 It was a gorgeous spring day in Georgia, and Ray-Ray was on his way outside to mow the lawn. Before starting up the mower he walked through the yard, collecting his younger brother’s toys and making sure no debris blocked the path. He was about to turn back to the garage to get the mower when he noticed something lying in the grass across the yard. Ray-Ray wasn’t sure, but he thought it looked like a really big garden hose. It was probably just another of his brother’s toys He headed over to grab it, but when he was a few feet away he noticed something interesting – the “toy” was moving. Ray-Ray stared in shock for a moment, too surprised to do anything. Finally he realized that he was looking at a snake -- a really, really big snake. Without wasting another moment, Ray-Ray ran away screaming. As he ran inside, his younger sister Jolene stuck her head out the back door.

“What you hollerin’ ‘bout, Ray-Ray?” “SNAKE SNAKE SNAKE SNAKE,” Ray-Ray replied incoherently as he rushed past. “Psh,” Jolene said. “Grown boy afraid of a little snake I’ll go take care of it” Jolene walked outside, following Ray-Ray’s path toward the snake. She didn’t get very far before she saw exactly why Ray-Ray was running. “RAY-RAY,” she screeched. “CALL THE POLICE” This wasn’t just any snake A snake this big could only be a Burmese python. Snakes in a Backyard: Scene 2 Luckily it didn’t take long for the police to send a Wildlife Control Agent! Ray-Ray and Jolene waited inside while Officer Serpens and his partner took care of the snake. After finishing, Officer Serpens came to talk to Ray-Ray and Jolene. “You two did the right thing calling for help instead of trying to do something yourself.” “Don’t worry, officer,” Ray-Ray said. “There’s no way I was going near that thing” “Yeah,” Jolene said with a laugh.

“Ray-Ray’s scared to death of snakes” Source: http://www.doksinet Ray-Ray opened his mouth to protest, but Officer Serpens interrupted before he had a chance to start. “Well, you should be scared of a Burmese python They can grow up to 20 feet long and they’re causing all sorts of damage to the wildlife in Florida. You know, we knew it was possible for them to come up to Georgia, but we didn’t know they had. I guess we’ll have to expand our control efforts.” “Where did it come from?” Jolene asked. “I didn’t know snakes that big lived in the US. I always thought they lived in jungles” “Well they do,” Officer Serpens. “Normally they’re not found anywhere near us, but people have been bringing them into the country through the ports in Miami. They sell them at pet shops when they’re little, but when the snakes grow up they become too much for people to handle. They release them, thinking they’re setting them free, and they just become invasive and

wreak more havoc.” Source: http://www.doksinet APES INVASIVE SPECIES ACTIVITY Wanted Dead or Alive http://whyfiles.org/160invasive spec/indexhtml Background Information 1) Read Environmental Literacy Council info at http://www.enviroliteracyorg/articlephp/40html 2) To find out about your assigned species, visit one of the following web sites (or the links at the bottom of the above web page). • Species profile page of Invasivespecies.gov http://invasivespecies.gov/profiles/mainshtml • Biodiversity and Conservation: A Hypertext Book by Peter J. Bryant http://darwin.biouciedu/~sustain/bio65/lec09/b65lec09htm Research: Obtain more information on your species by doing a web search. Be sure to document your sources. The Product: 1) A “WANTED” poster for your species. Color, neatness, and creativity count You must include: NAME / ALSO KNOWN AS - Latin name / common name / “criminal” name (be creative). PICTURE – a drawing or photograph (color would be nice.) IDENTIFYING

CHARACTERISTICS – key features to look for when identifying the criminal. LAST SEEN – where did the species originally come from? Include a map. SUSPECTED HIDEOUTS - include a US map with current distribution shaded AND a description of its preferred habitat to where this species has journeyed. CRIMES COMMITTED - crimes must be specific to your species and not general to all invasive species. REWARD - for elimination of your species, think ecologically, economically, socially, politically – again, be specific for your species. 2) Turn in separate from your poster the following information, typed up on a single page: • An introduction history (where it came from and how it got here), • Methods of control • An explanation of all the information on your poster in more detail than poster allows, keep in mind all of the concepts we have studied in this unit that relate to the topic and try to tie them in. (To name a few – biodiversity, predator/prey relationships, range of

tolerance, habitat/niche, competitive exclusion principle, evolution, natural selection) • Bibliography -- list of internet sites /web addresses OR appropriate bibliographic information Source: http://www.doksinet Adapting Cases to your objectives Adopt and adapt 1: Writing Case Objectives “Bloom’s Taxonomy, goals vs behaviorial objectives?”, griped Dave. “Why is this all so complicated? Why can’t we just do a standard syllabus? “Have you ever written a full syllabus with a collague from another department?”, countered Steve. “When I was preparing for my Teaching Fellow application, it took me 5 whole days to put together a syllabus. and for the math part I almost had to develop my own textbook. Besides, I looked at the Bio 141-2 syllabi and not a single objective appeared, just a list of topics and readings. ” “Objectives aren’t so hard”, counseled Coutney. “You just need to make them SMART.Specific, measureable, achievable, realistic and timebound”

“But don’t we also have to make sure we include different levels of Bloom’s?”, worried Muhammed “Not to worry , dudes”, declared Min. “I found some good and bad examples in this avian flu case. Let’s start with these” Then we’ll write some for the concepts we picked and share with the other intro bio group. It’s always good to have editors” Learning Objectives: 1. Understand the flu (influenza), its causes, why it occurs yearly, and who is most affected. 2. Explain the genetic make-up and transmission of the influenza virus 3. Describe host specificity 4. Define pandemic, epidemic, and endemic 5. Explain the purpose, production/execution, procedures for administration, and efficacy of vaccines and quarantines. 6. Describe viral strain variation and immunological naiveté 7. Discuss the history of influenza (specifically outbreaks of 1918, 1957, and 1968) 8. Summarize the epidemiology of pandemic flu strains versus the typical yearly flu 9. Consider why avian flu

is highly publicized 10. Discuss the virulence of the influenza virus “So most of these are at the lower levels of Bloom. Could we convert #8 into synthesis by saying Create or construct a model that predict pandemic flus?,” suggested William. “And 9 could be debate or evaluate why avian flu is so publicized”, suggested Toby. I think I’m getting the hang of this. They all seem a little above my kids though This must be for an advanced class. “ and that first one has the dreaded ambiguous understand.” Source: http://www.doksinet “OK, well here’s a high school invasive species one. These are from a case called Snakes in my backyard”, said Sam. “Could we just make them more quantitative?” 1. Identify examples of invasive species 2. Specify what factors determine whether an introduced species will become invasive 3. Describe the relationships between species within their natural habitat 4. Debate the value of introduced species versus the damage of invasive

species 5. Predict the effects of introducing a non-native species to any given environment 6. Design containment/eradication plans for certain invasive species “Wow! You could cover a whole lot of modeling and math with these. Let’s see the case”, said John excitedly. Big Assignment 1: Use the materials and datasets on FUSE to modify John’s Invasive species case to fit one of your courses. You can use new invasive species (make it local), new tools (for example the FluSIR model) or other data sets that you want students to analyze. Source: http://www.doksinet Appendix 1 Understanding by Design and Backwards Design Backwards design is an instructional design methodology codified and named by Wiggins and McTighe (2001, 2004, 2006). Although developed for K12 education, this methodology is increasingly being used for college and advanced professional courses (Dougherty 2006). In essence, the method suggests starting by asking what are the enduring understandings and essential

questions that we wish students to take away from a course or a unit of a course. In essence, what do we want the students to know and be able to do after completing the unit. These can be written as learning objectives or outcome statements and for college courses should include deeper levels of understanding (higher levels of Bloom’s Taxonomy). What is Essential to know and be able to do? Focus on larger concepts and processes! What is important to know and do? W hat is nice to know ? What is worth being familiar with? In other instructional design models this is known as defining goals and objectives. Wiggins and McTighe ask instructors to emphasize learning that should endure over the long term. Their term for this long term learning is the “enduring understanding” An enduring understanding is not just “material worth covering," but includes the following elements: Enduring value beyond the classroom (eg useful to society) Core concepts of the discipline Inquiry around

common misconceptions Engages students As an alternative to Bloom’s Taxonomy, Wiggins and McTighe proposed six levels or facets of understanding to consider in design. Adapting these for science and mathStudents should be able to: explain provide detailed and well justified account of phenomena, facts, and data interpret analyze data and relate it to hypotheses; make subjects personal or accessible through images, anecdotes, graphs, statistics and models apply effectively use and adapt what they know in new contexts and situations have critical perspective critique the strengths and weaknesses of a hypothesis, model or dataset; describe the big picture, relate facts, observations and data to larger contextual frameworks empathize find value in what others might find odd, alien, or implausible; recognize perspectives of different groups on applications of scientific information have self-knowledge perceive the personal style, prejudices, projections, and habits of mind that both

shape and impede our own understanding; they are aware of what they know and need to know and why understanding is so hard Source: http://www.doksinet “Backward design” uses a question format rather than measurable objectives. These questions focus on the extent that the idea, topic, or process is core to the discipline, considers the big ideas, concepts and understandings, enriches inquiry and discussion and provides a broader intellectual purpose. Overall question: How can you test or experiment with species interactions? Specific topic question: "How does an invasive species affect other populations of resident organisms?" How can you model species interactions? Step 2 in Backwards Design is the creation of summative assessments that address the important objectives. This could be the unit exam, an essay or some kind of authentic product, such as a research report, an invasive species plan, a model or a research proposal. The assessment should match the essential

and enduring understandings that guide the unit development. What is acceptable evidence that the students have learned? Only then does the instructor choose the strategies and resources for teaching, pedagogy , or in our case the PBL or other inquiry method for developing the understanding and outcomes. Selected Resources Understanding by Design Template T his pdf file is a tem plate for instructors to develop an outline of a topic or unit of instruction using the Wiggins and McTighe model. http://wwwmaine207k12ilus/staffdev/wigginspdf Understanding by Design Exchange Web site If you join as a m em ber (free) you can share with other faculty and develop online curriculum using their online instructional design templates. http://wwwubdexchangeorg/ First two chapters of "Understanding by Design" http://www.ascdorg/readingroom/books/wiggins98bookhtml#intro Wiggins,G., McTighe, J (2001) Understanding by Design, Prentice Hall ISBN 013093058X Wiggins,G. & Jay McTighe: (2004)

Understanding by Design Professional Development Workbook, Association for Supervision and Curriculum Development (ASCD), Alexandria, VA. http://www.greecek12nyus/instruction/ela/6-12/BackwardDesign/Overviewhtm Appendix 2 Source: http://www.doksinet Writing Learning Objectives www.acoemorg/education/jointsponsor/ Learning%20Objectivesdoc WRITING LEARNING OBJECTIVES Types of Objectives Learner objectives state what the learner should know or be able to do at the end of a learning activity. This type of objective emphasizes learning outcomes Instructional (teaching) objectives state what the instructor intends to accomplish during a learning activity. This type of objective describes a process, not an outcome Behavioral objectives state what the learner might be able to do differently (behavioral change) as a result of what has been learned. How Should Behavioral Learning Objectives Be Written? Start with the phrase: “At the conclusion of this activity, participants should be able

to:” and then state the things participants will be able to do. Be sure to use specific action verbs (behavioral terms) in these statements -- verbs such as “identify,” “cite,” “describe,” or “assess.” A list of the verbs is provided at below If you follow this simple format and keep the list of verbs by your side, it is almost impossible to write a bad set of objectives! Common Mistakes Verbs such as “know” and “understand” are vague. Avoid these words and use action verbs from the list provided. “Understanding” can have a myriad of meanings and it can be difficult to evaluate whether a learner “understands” a concept. However, a learning objective that states that a physician “will be able to cite the risk factors for breast cancer” can be evaluated consistently by both the CME Committee and the participants as to whether it has been achieved. Often meeting announcements list teaching objectives rather than learning objectives. Examples: “To

acquaint the clinician with the key clinical features necessary for the diagnosis of common rheumatic diseases.” “To update, reinforce, and provide new information regarding the etiology, pathogenesis, diagnosis, treatment, and prognosis of herniated thoracic disc.” These objectives focus on what the instructor plans to do, rather than what the learner outcome will be. Announcements sometimes give objectives which are just a list of topics. Examples: “1 Principles of laser mechanics; 2. Laser uses in the cardiovascular system; 3 Efficacy of Source: http://www.doksinet lasers in cardiovascular disease.” This focuses on what the instructor will do rather on what the learner will achieve. When writing learning objectives, focus on the learner! Source: http://www.doksinet List of Verbs for Formulating Educational Objectives These verbs communicate knowledge Information Cite Identify Count Indicate Define List Describe Name Draw Point 1. Quote Read Recite Recognize Record

Relate Repeat Select State Tabulate Tell Trace Write Comprehension Associate Classify Compare Compute Contrast Describe Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Interpret Locate Predict Report Restate Review Translate Application Apply Calculate Complete Demonstrate Dramatize Employ Examine Illustrate Interpolate Interpret Locate Operate Order Practice Predict Relate Report Restate Review Schedule Sketch Solve Translate Use Utilize Analysis Analyze Appraise Contract Criticize Debate Detect Diagram Differentiate Distinguish Experiment Infer Inspect Inventory Question Separate Summarize Synthesis Arrange Assemble Collect Compose Construct Create Design Detect Formulate Generalize Integrate Manage Organize Plan Prepare Prescribe Evaluation Appraise Assess Choose Critique Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Test Revise Score Select These verbs impact skills Diagnose Integrate Measure Project

Empathize Internalize Palpate Visualize Produce Propose Specify Source: http://www.doksinet Hold 2. Massage Pass These verbs convey attitudes Acquire Exemplify Realize Reflect THESE VERBS ARE BETTER AVOIDED: 1. Those that are often used but are open to many interpretations Appreciate Have faith in Know Learn Understand Believe http://tlt.itspsuedu/suggestions/research/Write Objectivesshtml The Penn State Shield Teaching and Learning with Technology How to Write Clear Objectives “Clear objectives can help the instructor design lessons that will be easier for the student to comprehend and the teacher to evaluate” (Jones,1997). “A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required” (Lohr, no date). Rationale Writing clear course objectives is important because: * Objectives define what you will have the students do. * Objectives provide a link between

expectations, teaching and grading. Basic Information Questions you need to think about * Who are your students? Freshman? Senior? A mix of different prior knowledge and experience? * Is this course a general education course or a course required for the major? The ABCD method The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996): * Audience – Who? Who are your learners? Source: http://www.doksinet * Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you cant see it, hear it, touch it, taste it, or smell it, you cant be sure your audience really learned it. * Condition – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning? * Degree – How much? How much will be accomplished, how well will the

behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time. Examples of Well-Written Objectives Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span." Cognitive (comprehension level) - "Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isnt a constructivist activity in 20 words or less." Cognitive (application level) - "Given a sentence written in the past or present tense, the student will be able to rewrite the sentence in future tense with

no errors in tense or tense contradiction (i.e, I will see her yesterday)" Cognitive (problem solving/synthesis level) - "Given two cartoon characters of the students choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complementary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character." Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards nondiscrimination of race, as measured by a checklist utilized/completed by non-team members." If youre paying attention here, youll notice two things: As you move up the "cognitive ladder," it becomes increasingly

difficult to precisely specify the degree. * Source: http://www.doksinet Affective objectives are the hardest objectives for most people to write and assess. They deal almost exclusively with internal feelings and conditions that can only be artificially observed externally. * The verbs you use to describe the overt, measurable activity can be tricky to write. Fortunately, a page on psychomotor objectives, a page on cognitive objectives (Blooms Taxonomy), and a page on affective objectives exists to assist you. See how these specific objectives were used to develop assessment instruments. Typical Problems Encountered When Writing Objectives Too vast/complex The objective is too broad in scope or is actually more than one objective. False/missing behavior, condition, or degree The objective does not list the correct behavior, condition, and/or degree, or they are missing. False givens Describes instruction, not conditions False performance No true overt, observable performance

listed. References Dwyer, F. M(1991) A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in Distance Education, University Park, PA: Pennsylvania State University. Heinrich, R., Molenda, M, Russell, JD, Smaldino, SE (1996) Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill Huitt, W. (2000) Bloom et als taxonomy of the cognitive domain Retrieved May 14, 2003, from http://chiron.valdostaedu/whuitt/col/cogsys/bloomhtml Kizlik, B. (2003) How to write effective behavioral objectives Boca Raton, FL: Adprima. Retrieved May 14, 2003, from http://wwwadprimacom/objectiveshtm Lohr, L (no date).Objectives, sequencing, strategies, Retrieved May 14, 2003, from University of Northern Colorado College of Education Web site: http://www.coeuncoedu/LindaLohr/home/et502 cbt/Unit3/Unit3 menuhtm Source: http://www.doksinet Writing instructional objectives: The what, why how and when. (no date)

Retrieved May 14, 2003, from http://www.sogcorg/conferences/pdfs/instructionalObjPDF Go to top of page | Next Topic The Pennsylvania State University 2003-2005 This site maintained by Teaching and Learning with Technology, a unit of Information Technology Services Last revised: September 21, 2004