- Minnesota Academic Standards and grade level benchmarks
- Content standards from professional organizations in your discipline (such as NCTM, ILA, or NCTE)
- District guidelines
- Grade level expectations
- Classroom curriculum maps
- Curriculum scope and sequence charts or pacing charts
Learning Goal
What is the learning goal you have identified for your learners?
The learning goal is an overarching statement that:
- describes the overall purpose of the lesson,
- describes in broad terms what the learner will gain from the instruction or learning experience,
- is usually articulated in more general terms than the objective,
- indicates the relationship of the lesson to the curriculum, program, and/or standards, and
- when relevant, may also identify which developmental domain (physical, social, emotional, cognitive, language, moral/spiritual) is the primary focus of the lesson.
A learning goal for the lesson should be identified first because it will help you think comprehensively about your teaching and the connection of the lesson plan to a larger all-encompassing goal or a state or national standard about alignment with the central focus of the lesson (Standards, Curriculum Frameworks). Identifying learning goals will increase your ability to clearly identify the intent of your teaching (and of course the students’ learning.) as well as guide you in composing a plan that supports curriculum and program goals.
You may hear the terms goals and objectives used interchangeably. However, this is wrong; they are different. The difference between learning goals and objectives is practical and somewhat sequential. In lesson planning, goals refer to the broad “ambition” for what students will learn. The objectives are the “specific, measurable competencies” that are used to determine if the goal has been met.
Standards
What state adopted academic or content standard(s) are you addressing? (Provide the name of the standards document, the grade level, the correct numerical citation, and the text of the standard(s) you select.)
State academic standards
The lesson you are designing is often intended to meet content area academic standards or developmental learning standards that are officially adopted by the state. Use the officially adopted standards for your content or developmental area. Minnesota has adopted statewide academic standards in Arts, English Language Arts, Mathematics, Science, and Social Studies. Minnesota also has Early Learning Guidelines for Birth to 3 and Early Learning Standards for 3 to 5. Minnesota uses national standards for English Learners and Physical Education. Minnesota districts determine local standards for World Languages (based on national standards) and Health.
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As you begin to plan your lesson, you will begin by determining the central focus of your lesson. In addition to considering the academic and developmental needs of your students, you will develop lessons based on the curriculum priorities of your school and district. The following is a list of sources and resources that you may use when you develop the central focus of your lesson.
- Minnesota Academic Standards and grade level benchmarks
- Content standards from professional organizations in your discipline (such as NCTM, ILA, or NCTE)
- District guidelines
- Grade level expectations
- Classroom curriculum maps
- Curriculum scope and sequence charts or pacing charts
Learning Goal
What is the learning goal you have identified for your learners?
The learning goal is an overarching statement that:
- describes the overall purpose of the lesson,
- describes in broad terms what the learner will gain from the instruction or learning experience,
- is usually articulated in more general terms than the objective,
- indicates the relationship of the lesson to the curriculum, program, and/or standards, and
- when relevant, may also identify which developmental domain (physical, social, emotional, cognitive, language, moral/spiritual) is the primary focus of the lesson.
A learning goal for the lesson should be identified first because it will help you think comprehensively about your teaching and the connection of the lesson plan to a larger all-encompassing goal or a state or national standard about alignment with the central focus of the lesson (Standards, Curriculum Frameworks). Identifying learning goals will increase your ability to clearly identify the intent of your teaching (and of course the students’ learning.) as well as guide you in composing a plan that supports curriculum and program goals.
You may hear the terms goals and objectives used interchangeably. However, this is wrong; they are different. The difference between learning goals and objectives is practical and somewhat sequential. In lesson planning, goals refer to the broad “ambition” for what students will learn. The objectives are the “specific, measurable competencies” that are used to determine if the goal has been met.
Standards
What state adopted academic or content standard(s) are you addressing? (Provide the name of the standards document, the grade level, the correct numerical citation, and the text of the standard(s) you select.)
State academic standards
The lesson you are designing is often intended to meet content area academic standards or developmental learning standards that are officially adopted by the state. Use the officially adopted standards for your content or developmental area. Minnesota has adopted statewide academic standards in Arts, English Language Arts, Mathematics, Science, and Social Studies. Minnesota also has Early Learning Guidelines for Birth to 3 and Early Learning Standards for 3 to 5. Minnesota uses national standards for English Learners and Physical Education. Minnesota districts determine local standards for World Languages (based on national standards) and Health.
Information on Minnesota K-12 Academic Standards and Early Childhood Indicators of Progress can be obtained from the Minnesota Department of Education website. https://education.mn.gov/MDE/dse/stds/
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https://teachonline.asu.edu/objectives-builder/
(Should these examples be updated?) Amy - there is actually a language arts example in the old handbook I think - in addition to this sample....Wendy
Example of Lesson Objectives Aligned to a Example of Lesson Objectives Aligned to a Goal and Standards | ||
Goal | Standard(s) | Objective(s) |
Mathematics 5-8 Have students understand and explain that many different triangles can have the same area. | MN Mathematics 5.3.2.1 Develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles.
NCTM grades 3-5 Measurement Explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way.
| 1) Using a sheet of grid paper, students will be able to draw six differently shaped and oriented triangles (including acute, right, and obtuse examples) that all have the same base and height measurements. 2) Using triangle diagrams and referring to measurements and the triangle area formula, students will be able to explain how different-looking triangles can have the same area.
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I CAN Statement: I can show and explain how different looking triangles have I CAN Statement: I can show and explain how different looking triangles have the same area.
Continuity of Lessons
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If you are in a field placement, these should be discussed with your cooperating teacher so you understand the context within which your lesson fits. As part of your discussion with your cooperating teacher, find out what type of student assessment data may have been collected. Use the results of the assessment data to inform your lesson planning.
If your lesson is an introductory lesson to a new unit, it is still necessary to describe what preceded this lesson and how students performed as this information will guide the decisions you make about content, activities, grouping, and further assessment.
Sources Used: (These probably need to go with the full list of resources and not here.)
Dean, C.; Hubbell, R.; Pitler, H.; & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. 2nd ed. ASCD.
Marzano, R. (2013). Art and science of teaching- Targets, objectives, standards: How do they fit? Educational Leadership, 70(8). Retrieved from
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is an introductory lesson to a new unit, it is still necessary to describe what preceded this lesson and how students performed as this information will guide the decisions you make about content, activities, grouping, and further assessment.
Transform the objective into a learner-friendly/"I Can" statement:
"I Can" statements help learners know what they are aiming for. "Learning Goal" or Learning Target" are terms also used along with "I Can" Statements. When learners are aware of what they learning and how to achieve it they can be more successful and record their tasks as completed. Statements need to be written in learner-friendly, developmentally appropriate language, spoken, written so learners can see them and referred to during the enacted teaching and at the closure of a lesson.
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Material for Appendix:-- Needs to be moved to Appendix with Bloom's Material
Writing effective learning objectives
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- Step 1 - Write a basic statement about what the students are to learn (i.e. the learning outcome).
- Don’t worry about having all the components or the exact wording for an objective; simply try to be clear about the intended learning outcome. Base the statement on the goal and standards.
- Step 2 – Formulate the statement using a behavioral action verb.
- Based on step 1, select a behavioral verb and write a statement that describes the observable performance, behavior, or action you expect to see as evidence demonstrating that the student has learned what was intended. In some cases you may use more than one verb. You may formulate several trial statements using different verbs. If the learning outcome is complex or has multiple components, you may need to write several statements to communicate it clearly. Take care in choosing verbs that represent things that are observable through some means.
- Step 3 – Add specific conditions. Using your previous statements, add a description of the specific conditions under which the action is to take place. These conditions should relate to the initiation of the intended behavior or action.
- Step 4 – Add the criteria for the performance .In some cases your criteria might be for the student to accomplish the task “perfectly.” In other cases, your criteria might involve the student making progress over a previous level of accomplishment. Work on revising the wording to communicate the intent in a clear and precise manner. Seek feedback from a peer or an instructor. Establish the criteria indicating how well the student must do to demonstrate successful learning. Think about how you can describe the level of performance that indicates when the objective has been met. In some cases your criteria might be for the student to accomplish the task "perfectly." In other cases, your criteria might involve the student making progress over a previous level of accomplishment.
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