Writing Content Objectives

Below are suggested steps for writing content objectives.

Attend to the language of the standards

What output is required of the standard(s)?

2. What must a student say, write, or do to demonstrate mastery of this standard today?

Creating/defining exemplary output helps to keep the lesson standards-aligned, and makes the creation of intentional scaffolding easier.

3. Write a clear, prioritized objective

The objective should:

Be framed as, "Students will be able to..." (knowledge or skill) "by/using/through..." (details or methods)
Use measurable verbs
Represent transferable learning
Support the grade-level standard

4. Create/revise the formative assessment

The assessment should:

Align to the goal
Assess the entire goal
Be at the same level of complexity as the rest of the lesson.

5. Communicate and use the objective

A teacher that has a clear understanding of what students should know and be able to do by the end of the lesson can properly accommodate and pivot during the lesson. A teacher that communicates the objective well and keeps cycling back to the objective will see improved student outcomes.

Scaffolding to anything less than grade-level standards is how systems create gaps. Unless modifying based-upon an IEP or any other legal document, teachers should be focused on providing scaffolds (accommodations) to support grade-level standards and text.

Accommodations

Accommodations are adaptations that allow access to grade-level instruction

includes scaffolds that are gradually removed
allows students to demonstrate increasingly independent proficiency

Modifications

Modifications are adaptations that change the learning goal and/or lower the level of challenge for students.

Page updated

Report abuse