Setting+goals-objectives

==**Setting Goals and Objectives ** ==

====** GOALS ** **– broad, generalized statements that describe the desired learning outcome. ** ====


 * **Describe terminal knowledge and skills **
 * **Cannot be evaluated, that's what objectives are for **

====** OBJECTIVES ** **- they are specific statements that describe how to achieve a goal. They are usually written as subsets to goal; 2 or more objectives may be associated with a signal goal.** ====


 * When setting goals and objectives**  ** ... **




 * S.M.A.R.T **
 * S PECIFIC –(concrete, detailed, well defined) **Helps to clearly see what is to be achieved. The more specific, the more realistic the success and the shorter the path to achievement for students.
 * M ** **EASURABLE –(numbers, quantity, comparison)** Measuring progress is very important to keep students motivated and to enjoy the process of achieving the goal. Some specific criteria used to measure the progress is necessary.
 * A ** **TTAINABLE –(feasible, actionable)** Setting goals and objectives with realistic paths and reasonable odds of getting there but with a challenge will give students more motivation and sense of achievement.
 * R ** **ELEVANT/Rewarding/Realistic** -- Goals and objectives are rewarding when you have clear realistic, relevant reasons why you want to reach that goal. A good idea is to have specific reasons and expected reward in writing maybe even with some visual pictures in order to help student clearly see and understand what is expected.
 * T ** **IMELY –**Setting a deadline protects you and your students from procrastination and perfectionism. It allows time to achieve what you want to achieve.

<span style="color: #800000; font-family: Georgia,serif;">**By identifying what makes great goals and objectives teachers can better guide and educate their students, track their progress, evaluate better. This will help give students clear guidelines as to what is expected and will result in a great achievement and better progress.**

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Check out SMART Goals to read more on being SMART and check out some examples of specific goals and objectives


 * ** Intermediate ** objectives are a checkpoint for students and help them pass in order to proceed further with the desired goal.objectives are a checkpoint for students and help them pass in order to proceed further with desired goals.
 * ** Terminal ** objectives can be achieved at any time without affecting the subsequent learning activities --Teachers should always teach with material that supports one or more terminal objectives

**Objectives can be categorized into different types, 3 of the most common; Psychomotor, Cognitive, and Affective**

 * **Psychomotor** -- physical skills that demonstrate fine motor skills. (ex. Students will be able to operate a microscope without assistance and within a certain time-frame.).
 * **Cognitive** -- Understanding; knowledge or information, comprehension or conceptual understanding, ability to apply knowledge, analyze a situation, synthesize information, and evaluate. See Blooms Taxonomy Below (ex. Given the description the venus fly traps, students will be able to identify the planet verbally or in writing.).
 * **Affective** -- attitudes, appreciations and relationships. (ex. Given the opportunity to work in a team/group setting with many different types of personalities, the students will demonstrate a positive increase in attitude and contribution towards collaborative efforts, as measured by a checklist utilized/completed by non-team members.).

**Objectives should specify four main things:** [[image:audience.jpg width="174" height="134" align="right"]]

 * **Audience** -- Who? Who is this aimed at?
 * **Behavior** -- What? What are your expectations?
 * **Condition** -- How? How will the students learn, under what circumstances?
 * **Degree** -- How much? Is there a specific criteria to be met? Do you want 80% or 100% mastery?

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==== Objectives are so important. Without objectives all academic and curricular goals will be unattainable. Our objectives are the steps that we make for our students in order for them to learn. By setting objectives we realize exactly what we want to achieve and how we want our students to do it. ====

**To help with writing goals and objectives teachers can use Blooms Taxonomy **



 * Blooms taxonomy was developed by Benjamin Bloom and collaborators in the 1950's. It describes several categories of cognitive learning all these different stages can be useful when writing your goals and objectives in a classroom setting.**
 * ===** Category **=== || ===**Description**=== ||
 * ===** Knowledge **=== || ===** Ability to recall previously learned material **=== ||
 * ===** Comprehension **=== || ===** Ability to grasp meaning, explain, restate ideas **=== ||
 * ===** Application **=== || ===** Ability to use learned material in new situations **=== ||
 * ===** Analysis **=== || ===** Ability to separate material into component parts and show relationships between parts **=== ||
 * ===** Synthesis **=== || ===** Ability to put together the separate ideas to form new whole, establish new techniques **=== ||
 * ===** Evaluation **=== || ===** Ability to judge the worth of material against stated criteria **=== ||

//**Also to go along with the different categories are some useful verbs for each that will help in writing**// **SMART** //**goals and objectives**//

Identify List Name Recall Recognize Record Relate Repeat Underline || Choose Cite examples of Demonstrate use of Describe Determine Differentiate Discriminate Discuss Explain Express Give in own words Identify Interpret Locate Pick Report Restate Review Recognize Select Tell Translate Respond Practice Simulates || Apply Demonstrate Dramatize Employ Generalize Illustrate Interpret Operate Practice Relate Schedule Shop Use Utilize Initiate || Analyze Appraise Calculate Categorize Compare Conclude Contrast Correlate Criticize Deduce Debate Detect Determine Develop Diagram Differentiate Distinguish Draw conclusions Estimate Evaluate Examine Experiment Identify Infer Inspect Inventory Predict Question Relate Solve Test Diagnose || Arrange Assemble Collect Compose Construct Create Design Develop Formulate Manage Modify Organize Plan Prepare Produce Propose Predict Reconstruct Set-up Synthesize Systematize Devise || Appraise Assess Choose Compare Critique Estimate Evaluate Judge Measure Rate Revise Score Select Validate Value ||
 * **Knowledge** || **Comprehension** || **Application** || Analysis || Synthesis || **Evaluation** ||
 * Define

//**By using specific words students are able to better understand what is expected from the goals and objectives. They can see the word restate and know that it is basic comprehension, or the will see the word validate and know that whatever they are doing must be evaluated.**//


 * All of this information can be useful to teachers when setting goals and objective conducive to their student learning environment. Educators must be aware of not only what they want to teach their students but how, when, why they are teaching it. This really helps educators that are in special education

Special education educators have to do a little more because they set goals and objectives for every student in their classroom. There are called Individualized Education Plan-Program (IEP). These plans have to be well written with very specific goals and objectives. Being SMART about it will help. But educators along this path need to also include curricular modifications and accommodations, they need to include support staff, materials and resources, and most importantly the priorities of the student.

IEP's are designed specifically for students who have learning, mental, of physical shortcomings that prevent them from learning along with the mainstream student body. They require a little more attention to detail and rely on the measurable objectives to see progress no matter how little it may seem to an outsider.

Not only do educators need to set goals and objectives but employers, parents and individuals need to do the same. Setting goals and objectives are way for anybody to meet their final outcome.**