PHED 2-LAB #2- Spring, 2009

Laboratory Experience #2
Writing Objectives Purpose: The purpose of this laboratory experience is to provide students practice in writing performance objectives and completing page one of the lesson plan format. The teacher will: learn at least five students names during the class. establish a positive learning environment. provide ample practice time so each student understands how to write a performance objective.

Teacher Goals: 1. 2. 3.

Performance Objectives: The students will: 1. write performance objectives in each of the three learning domains. 2. identify the four components of a performance objective and use each component in an objective. 3. complete page one of a lesson plan format that will be used during Laboratory #3. Format: The first part of lab will provide the students with an example of an effective lesson. The students will learn the four (4) components of a performance objective during the second half of the lab. They will practice writing objectives as a group, then with a partner. They will also practice completing the first page of the standard lesson plan form. Each student will complete the attached worksheet on the writing of performance objectives. This worksheet will be handed in at the beginning of Laboratory #3

Assignment:

PHED 2-LAB #2- Spring, 2009 GUIDELINES FOR WRITING PERFORMANCE OBJECTIVES

Performance objectives give direction to teaching and learning. These objectives describe in clear terms the purpose of the lesson. Since teaching is directed at student learning, these purposes are stated in terms of how students should be able to behave upon completion of the lesson, and are known as performance or behavioral objectives. Performance objectives must describe the behavior of the learner. The key to writing an objective is to identify the appropriate action verb. An action verb describes an observable behavior of the student (see attached list). For example: Practice catching Design a pattern of pathways Follow the class rules The second component of a performance objective is that it must indicate the object of the behavior. This is the content, or subject matter. One can not behave without performing, naming or describing something. This something is the content taught in the lesson. For example: Practice (behavior) catching (content). Design (behavior) a pattern of pathways (content). Follow (behavior) the class rules (content). The third component of a performance objective should state the criteria or standard of performance to be met by the learner. The criteria or standard may be quantitative (how many) or qualitative (how well). For example: Practice (behavior) catching (content) using the fingertips each time (criteria). Design (behavior) a pattern of locomotor movements (content) using three (criteria) Follow (behavior) the class rules (content) without getting a warning (criteria). The final component of a performance objective is the CONDITION under which the behavior is to be performed. The condition describes in what instructional environment the behavior and content will be performed. For example: Practice (behavior) catching (content) using the fingertips each time (criteria) IN SELF SPACE WITH AN ASSORTMENT OF EQUIPMENT (condition). Design (behavior) a pattern of movements (content) by combining three (criteria) DIFFERENT PATHWAYS WITH DIFFERENT LOCOMOTOR MOVEMENTS (condition). Follow (behavior) the class rules (content) without getting a warning (criteria) DURING THE ENTIRE CLASS PERIOD (condition).

All teaching must start with a performance objective. All subsequent decisions about the lesson are based on achieving the stated objective.
WRITING PERFORMANCE OBJECTIVES

PHED 2-LAB #2- Spring, 2009

Listed below are appropriate (observable) and not appropriate (non-observable) action verbs. The verbs are divided into the three learning domains - cognitive (learning and application of knowledge), psychomotor (learning of physical or motor skills), and affective, (concerned with interests, attitudes and values). This list was compiled from Harrison, J.M. and Blakemore, C.L. (1992). Instructional Strategies for Secondary Physical Education. William C. Brown Company, Dubuque, IA. ALL DOMAINS (NOT APPROPRIATE AND NON-OBSERVABLE) - DO NOT USE! COMPREHEND APPRECIATE HAS KNOWLEDGE OF UNDERSTAND THINK HAS AN INTEREST IN LEARN GRASP RESPECT

SPECIFIC TERMS FOR WRITING PERFORMANCE OBJECTIVES COGNITIVE DOMAIN MATCH COMPARE COMPOSE CREATE NAME CLASSIFY CONSTRUCT PRODUCE LIST CONTRAST WRITE DEFINE LABEL RANK ASSEMBLE IDENTIFY PARAPHRASE SOLVE INVENT ORGANIZE DIAGRAM CATEGORIZE MAKE EXPLAIN AFFECTIVE DOMAIN SELECT BE AWARE OF BE CONSCIOUS OF INVOLVE OTHERS TOLERATE COMPLY SYMPATHIZE WITH ACCEPTS RESPONSIBILITY PSYCHOMOTOR DOMAIN DEMONSTRATE COORDINATE PERFORM RHYTHMICALLY PRACTICE EXPLORE EMPLOY INTERPRET APPLY PERFORM UTILIZE DISCOVER LISTEN FOLLOW VOLUNTEER DISCUSS SUMMARIZE ANALYZE PLAN EVALUATE DESIGN ARRANGE BUILD

PHED 2-LAB #2- Spring, 2009

Name:_______________________________

Laboratory Day:________________

Laboratory #2 Worksheet Place the letter of the correct part of the performance objective next to the number within the objective. Each objective has all four parts. The number of the question is in parenthesis next to the part of the objective to be identified. The first component to be identified will be underlined, the second component will be in bold type, the third part will be in italics, and the LAST part will be in ALL CAPS. Finally, identify the domain in which the objective resides.

PHED 2-LAB #2- Spring, 2009 1.5. TSW design (1.___________) a raging river using various equipment (2__________) using different pathways and levels (3__________) SO EACH PATHWAY AND LEVEL IS USED AT LEAST ONCE. (4__________). Domain (5__________)

6.10. TSW travel along a raging river (6_______) and explore (7_______) different locomotor and balancing patterns (8________) WITHOUT STEPPING INTO THE WATER (9__________). Domain (10_______) 11.15. TSW evaluate (11________) his/her partners hopping and skipping performance (12_______) while traveling along a ranging river (13_______) BY PROVIDING AT LEAST TWO SPECIFIC FEEDBACK STATEMENTS AT EACH SKILL THEME (14_______). Domain (15_______) 16.20. TSW travel along a ranging river (16________) and be aware of (17_______) fellow students feelings (18_______) BY PROVING FEEDBACK WHEN A TEAMMATE MAKES A MISTAKE (19________). Domain (20________) ANSWER KEY a. behavior e. cognitive b. criteria/standard f. affective c. condition g. psychomotor d. content

OBJECTIVE WRITING Please write a behavioral objective for each domain. You should then underline the action verb (behavior), circle the content, place a box around the standard or criteria, and strike through the condition for each objective. 21-24. Write a performance objective in the psychomotor domain.

PHED 2-LAB #2- Spring, 2009

25-28.

Write a performance objective in the cognitive domain.

29-32.

Write a performance objective in the affective domain.

Total: __________/32