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This chapter writing performance objectives, and not JUST objectives, made me look at writing them in a completely knew way. I have always required my students to write down the objective, but during this process I realized that my objective meant nothing to them. They write it down. The next day, they have no idea what the objective meant from the day before. Previously, I may have written, "At the end of class today, the student will be able to, solve two step equations." My students wrote it down, just like their warm-up requires them to do. And, it is true, that is what they will be able to do. However, in this chapter, I looked at my objective as something that was written for my learner, and NOT for my classroom walk through requirement.
Students need to know what skills they already know that will help them to complete their new task, and they need to know where to find help if they get stuck on a problem. Their environment around them may contribute to their success, but they have to know how to use their resources. Sometimes, the use of a friend is cheating (tests), sometimes it is encouraged (practice). At twelve, it's hard to figure out when it's okay, and when it's not. Especially when you have eight different teachers with eight different expectations. I have noticed my new objectives, with clearly defined behaviors (solve), conditions (using ...), and criteria (exactly as ...), building confidence in my students. My objective went from, "SWBAT solve two step equations," to "SWBAT use their notes to find the value of the variable in a two step equation with integers, using inverse operations, with a partner and a calculator. Success will be measured by the student when they substitute the value of the variable into the original equation."
Immediately students are comforted to use their notes, their peers, their calculator for support. And, it's only going to be integers (NO FRACTIONS - cue celebration). My objective contains somethings they are familiar with, and it's no longer written for the AP to see on my board when she walks in ... it's there to make the life of my students easier, to contribute to the learning environment (I'm safe today, no fractions - they hate fractions). Students are familiar with substitution from one-step equations, and are able to rely on their "check" before asking the teacher if they are right. The new objectives made it easier to see what I needed to teach as well. If I want them to use their calculator, I need to show them how in my example. If I want them to ask a friend, I need to model that with my example. If I want them to check their work, I need to model that with an example.
The preciseness of the performance objective has had a significant impact on the learning that is happening in my classroom. I am more prepared to teach, and they are more prepared to learn. As a second year teacher, this chapter may have single-handedly saved me from a lot of stress later on in my teaching career.
Students need to know what skills they already know that will help them to complete their new task, and they need to know where to find help if they get stuck on a problem. Their environment around them may contribute to their success, but they have to know how to use their resources. Sometimes, the use of a friend is cheating (tests), sometimes it is encouraged (practice). At twelve, it's hard to figure out when it's okay, and when it's not. Especially when you have eight different teachers with eight different expectations. I have noticed my new objectives, with clearly defined behaviors (solve), conditions (using ...), and criteria (exactly as ...), building confidence in my students. My objective went from, "SWBAT solve two step equations," to "SWBAT use their notes to find the value of the variable in a two step equation with integers, using inverse operations, with a partner and a calculator. Success will be measured by the student when they substitute the value of the variable into the original equation."
Immediately students are comforted to use their notes, their peers, their calculator for support. And, it's only going to be integers (NO FRACTIONS - cue celebration). My objective contains somethings they are familiar with, and it's no longer written for the AP to see on my board when she walks in ... it's there to make the life of my students easier, to contribute to the learning environment (I'm safe today, no fractions - they hate fractions). Students are familiar with substitution from one-step equations, and are able to rely on their "check" before asking the teacher if they are right. The new objectives made it easier to see what I needed to teach as well. If I want them to use their calculator, I need to show them how in my example. If I want them to ask a friend, I need to model that with my example. If I want them to check their work, I need to model that with an example.
The preciseness of the performance objective has had a significant impact on the learning that is happening in my classroom. I am more prepared to teach, and they are more prepared to learn. As a second year teacher, this chapter may have single-handedly saved me from a lot of stress later on in my teaching career.