B2tween Creativity & Safety

These are a few instructional objectives about recreation and fun in Colorado.

Objective #1 (Know; Selection)
   * Given the material of recreation in Colorado, students will have access to information on enjoyment in Colorado.
      * Students can get information about two cheapest ski resorts in Colorado within 30 minutes.
      * Students can find out the nearest camp ground from UNC within 20 minutes.

Objective #2 (Do; Organization)
   * Given the material of recreation in Colorado, students will be able to use the information for reservation and share it with other people.
      * Students can make a reservation for one of recreation sites by themselves.
      * Students can share the information with at least 2 friends of theirs.

Objective #3 (Feel; Integrate)
   * Given the material of recreation in Colorado, students will be able to share their feelings about information and places.
      * Students can make a post in a website about the information they have got or what they felt about the places they have been.
      * Students can rate the information in the website they have known about it.

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These materials show you what writing objectives is all about. But the scrambled is unorganized one, so that you can make sense of it all.

But you can make sense of what writing objectives is all about with the revised one.

The revised one is, I guess, more organized version of writing objectives.

You can also find some interesting points by comparing the scrambled with the revised.

The image below is what I created as a metaphor of writing objectives in order for people to understand what writing objectives is.

The scrambled

The revised

'Writing objectives is as same as planning a travel'

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Goals – are long-term aims that you want to accomplish.

Objectives – are concrete attainments that can be achieved by following

a certain number of steps.

Goals and objectives are often used interchangeably, but the main difference

comes in their level of concreteness.
Objectives are very concrete, whereas goals are less structured.

Remembering the Differences between Goals and Objectives
When you are giving a presentation to a potential or current employer, knowing

the difference between goals and objectives can be crucial to the acceptance

of your proposal. Here is an easy way to remember how they differ:

Goals – has the word “go” in it. Your goals should go forward in a specific

direction. However, goals are more about everything you accomplish on your

journey, rather than getting to that distant point. Goals will often go into undiscovered

territory and you therefore can’t even know where the end will be.

Objectives – has the word “object” in it. Objects are concrete. They are something

that you can hold in your hand. Because of this, your objectives can be clearly outlined

with timelines, budgets, and personnel needs. Every area of each objective should be firm.

Examples of Goals and Objectives

Goals – I want to be a better ball player. I want to learn more about Chinese history.

I want to maximize my professional performance.
Objectives – I want to memorize the periodic table before my next quiz.

I want to increase my sales by 10% this month. I want learn to play “Freebird” on the guitar.

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Step 1: Creating a title for your lesson
Name your lesson. What is the overall goal of your lesson? Make your lesson

title describe the purpose of the lesson.
Be obvious and use words such as How to, or Learning, Understanding, or visualizing.

Your learner should understand the overall goal of your lesson from reading its title.
   

Step 2: Target what the learner should visualize, draw or sketch
Identify the outcome of the lesson. Ask yourself, what should a learner know or visualize

after they experience the lesson? Write one to four “TLW” statements.

Altogether these statements work towards accomplishing the goal of the lesson,

which you have identified in its title.


Step 3: Chunk, sequence, and scaffold critical information
Organize the sequence of the lesson elements.
This is the step where you structure information to make sense to the learner.
You use sequencing strategies (from easy to complex or known to unknown)to

communicate as logically as possible with the learner.  Scaffold the information

by considering selection, organization and integration strategies.


Step 4: Select the interaction strategies and intervention formats
Identify the type of interaction(s) you want to take place while the learner participates

in the lesson. Think of presentation-practice pairings.


Step 5: Identify assessment criteria to evaluate the learner (and your work)
write at least one way to assess its achievement. Identify criteria for achievement and make
sure it fits with the behavior desired and the condition/catalyst used.
Matching B, C, and D elements of the objective may take some writing, deleting, and rewriting.
Go back and forth until you have workable criteria.

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A “big picture” for creating objectives
Objectives are best understood in the context of a lesson.
The worksheet in Figure 12 will help you write

and assemble objectives into a lesson.

Five steps are used to create an objectives-based visualization lesson

that are synthesized. These steps include:
1. Creating a title for your lesson
2. Targeting what the learner should visualize, draw, or sketch

3. Chunk sequence and scaffold critical information
4. Select interaction strategies
5. Identify assessment criteria to evaluate the learner and your work.

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