Strategy: Developing and Using Clear Academic Objectives

Check-Up Menu > Developing and Using Clear Academic Objectives

Use this strategy to improve these areas:
Effective Communication
Student Engagement
Clear Expectations
Level of Disruptive Behavior
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Strategy Overview
How To
Strategy Tool
Reflection
Goal Setting
Overview
Developing and using clear academic objectives will help to increase the performance of students in your classroom. When students understand what they are working toward, they are more likely to stay on task. Having clear objectives that can be measured will optimize learning. High expectations for students result in higher achievement.
Purpose
Developing clear academic objectives and methods for measuring progress toward objectives will help guide how you teach. Students who clearly understand the objectives and are provided instruction at their skill level will be engaged, on task, and less likely to demonstrate disruptive behaviors.
How Developing and Using Clear Academic Objectives Relates to CARES
A big part of effectively communicating with students is to make sure they understand what it is that you want them to know and to be able to do. It’s equally important to provide clear expectations for students in regard to the behaviors you want them to emulate as well as to provide clear objectives around what the students are learning in the classroom. Part of this includes the “why” of what students are learning. If academic objectives are direct and concise, students will understand what the end goal is of what they are learning. Making sure students know why it is important to learn what is being taught will help make the learning more meaningful.
Some key elements for effectively developing and using clear academic objectives:
1) Develop objectives that are observable and measurable. Both you and your students should be able to see and measure progress toward objectives.
2) Post written objectives where students can easily see them (poster/white board/handout).
3) Discuss the objectives with your students so they know exactly what they are working toward. Also, discuss with your students how you will measure their progress toward meeting these objectives.
4) Link objectives to prior learning, allowing students to connect prior learning to new learning.
5) Determine that the objectives are appropriate for the skill level of your students. You may need to use differentiated instruction to meet the needs of diverse learners.
6) Measure progress toward objectives and adjust instruction as necessary.

How To

How to Use Clear Academic Objectives in Your Classroom

Begin by developing observable and measurable academic objectives for the lesson you plan to teach if this has not already been done within the curriculum.

Next, assess your students’ current skill levels to determine if objectives are appropriate. If necessary, adjust the content, process, or product of the lesson to match student skill levels.

Next, determine how you will measure progress and completion of academic objectives. Be sure to post and discuss the objectives, telling students how you will measure their progress toward meeting the objectives. When possible, engage the students in recording their own progress.

Example Video:

Reviewing Writing Assignment

Video Prompts: 

  • Notice how she asks both individual questions and gets the attention of the room by saying, “I am looking for my active listener.“
  • She tells them what book she will be reading, “Seeds to Plants,” when they return from lunch.
  • Notice how she describes what the students will be required to do on the handout. She engages the class by asking questions along the way.
  • What did you like about how the teacher explained the objectives of the handout?
  • How do you think the students in that class are feeling?
  • How might you incorporate some of what you saw and liked about how she explained the lesson in your classroom?

What if your curricula does not include clear measurable objectives? How do you write them?

First let’s look at examples of objectives that are not measurable.

Non-examples:

  • Students will complete an electricity experiment.
  • Students will become aware of an ancient writing system.
  • Students will understand how to sequence story events.
Change the above examples to make them measurable:

Examples:

  • Students will light a bulb using wire, a battery, and a bulb.
  • Students will translate their names and common words from English into hieroglyphics, and vice versa.
  • Students will correctly sequence five events from a story with five sentence strips.
Objectives must be observable and measurable. Different observers should get the same results when measuring the same objective simultaneously. To develop an objective, you may need to first assess the student’s current level of performance. This would be necessary when working on cumulative skills such as fluency.
Examples:

The student currently reads 25 words correctly on the ABC sight word list. As the teacher, you would next determine what an appropriate rate of progress should be for the individual student. If progress on the ABC sight word list is going to be measured weekly, depending on the amount of instructional time given for this objective and the individual student, it may be appropriate to set a goal of five additional words per week.

  • Objective: The student currently sequences two or fewer out of five story events on four of five attempts. As the teacher, you would need to determine what an appropriate goal would be for the individual student and a realistic amount of time depending on instructional time devoted to this objective. It may be appropriate to set a goal of five out of five stories correctly sequenced on four out of five attempts at the end of a three-month period.

Another example of measuring a goal over a period of time, rather than just for a daily lesson, might include having you determine the student’s current level and then sequencing the lesson objectives for an entire week or over several weeks.

  • Objective: The student currently sequences two or fewer out of five story events on four of five attempts. As the teacher, you would need to determine what an appropriate goal would be for the individual student and a realistic amount of time depending on instructional time devoted to this objective. It may be appropriate to set a goal of five out of five stories correctly sequenced on four out of five attempts at the end of a three-month period.

Strategy Tool

Developing and Using Clear Academic Objectives - Strategy Tool
Complete the following Template for Developing Clear Academic Objectives for each lesson you plan for your students.
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Reflection

Developing and Using Clear Academic Objectives - Reflection
Take a moment to reflect if your lesson is going to work.
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Goal Setting

Developing and Using Clear Academic Objectives - Goal Setting
Using the following checklist, determine if you completed all the steps for developing and using clear academic objectives.
View Goal Setting Tool

References to Other Relevant Resources:

Bateman, B., Herr, C. (2006). Writing measurable IEP goals and objectives. Verona, WI: Attainment Company, Inc.

Tomlinson, Carol Ann. (2006). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD

Curriculum Based Measurement Chart. Vanderbilt University

CARES

Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture

What is CARES?

CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.

There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.

Why is it important?

Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

Positive Behavior Supports & Classroom Climate

Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

What is Positive Behavior Supports & Classroom Climate?

Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.

There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.

Why is it important?

In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.

Developing and Using Clear Academic Objectives

CARES Overview

Greeting Students at the Door

Using Journals to Build Relationships

Identifying Reinforcers for the Classroom

Using Social and Emotional Coaching

Using Behavior-specific Praise

Using Active Supervision

Using Group Contingencies

Using Precorrection

Teaching Behavior Expectations

Providing Academic Feedback

Increasing Opportunities to Respond

Posting and Using a Schedule

Coaching Process – Menu of Options

Coaching Process – Providing Feedback

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Double Check Classroom Check-Up Overview