Educators often spend hours planning for a lesson putting an emphasis on what materials and strategies to use. They will identify essential vocabulary words, assessments, and groupings for students. However, one of the most important things they need to plan for is often overlooked. Planning the objective of a lesson is an essential component in a successful lesson. In education, it is important to describe the objective from the perspective of what a student will do. This is called a behavioral objective. “A behavioral objective, which is student-oriented, places the emphasis upon what the student is expected to do, not upon what the teacher will do” (Oswego.edu, ¶ 1). There are many terms educators use in place of behavioral objectives including
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Without these key terms, the objective would have been relegated to “students will use properties of operations of whole numbers.” Consequently, the students could use properties incorrectly and not calculate anything and still meet the objective. It is important to be specific when describing the outcome of the objective so that the teacher and student are clear to the expectation. By defining, what a student is expected to do in terms of “correctly” and “calculate products,” the teacher brings a better focus to the student as they attempt to learn the material.
Another component to writing an effective behavior objective is defining the conditions under which the outcome shall be performed. These conditions could be a test, a project, or other means defined by the …show more content…
According to Ormrod (2012), there are several ways to set an expectation of performance when there is not one clear behavior. Ormrod gives examples such as a certain percentage correct and time as ways to judge a student.
In the example objective, “with at least 85% accuracy” is an example of the use of a percentage correct as the criterion of judging performance. If a student scores less than 85% on the summative assessment, then that student will be deemed as having not mastered the concept. However, if the student scores 85% or higher on the summative assessment, then the student will be deemed as having mastered the concept. The performance on the assessment is exclusive of other assignments and work because the objective specifically states that the 85% must be made on the assessment
Without these key terms, the objective would have been relegated to “students will use properties of operations of whole numbers.” Consequently, the students could use properties incorrectly and not calculate anything and still meet the objective. It is important to be specific when describing the outcome of the objective so that the teacher and student are clear to the expectation. By defining, what a student is expected to do in terms of “correctly” and “calculate products,” the teacher brings a better focus to the student as they attempt to learn the material.
Another component to writing an effective behavior objective is defining the conditions under which the outcome shall be performed. These conditions could be a test, a project, or other means defined by the …show more content…
According to Ormrod (2012), there are several ways to set an expectation of performance when there is not one clear behavior. Ormrod gives examples such as a certain percentage correct and time as ways to judge a student.
In the example objective, “with at least 85% accuracy” is an example of the use of a percentage correct as the criterion of judging performance. If a student scores less than 85% on the summative assessment, then that student will be deemed as having not mastered the concept. However, if the student scores 85% or higher on the summative assessment, then the student will be deemed as having mastered the concept. The performance on the assessment is exclusive of other assignments and work because the objective specifically states that the 85% must be made on the assessment