Katie Dwyer

Assignment 1
Chapter 3 (A &B)

1. What are content standards? What purpose do they serve? (2 pts.)

Content standards are specific information that students should learn in the
classroom and be able to do at certain grade level. Each field of study and grade has its
own set of standards that a teacher must follow. They are broken down so that the
teacher knows that in the 8th grade a student should be reading at this level, learning
about West Virginia History, or taking a certain level math course. The main purpose of
content standards is to give teachers a basic starting point and everyone should be on
the same level. It lets the teacher know the specific information they should be teaching
in their classroom. An example, is in West Virginia students are required to take West
Virginia history in the 8th grade and learn specific knowledge of how WV was formed.
That means that a student in Charleston should be learning the same information as a
student in Beckley for state content standards. They are the specific information that
each student should be able to understand once they leave that class. Each subject has
its own set of standards that they should follow from the National level. It also sets up a
state or national level that sets a standard of learning so that no matter what each
student should receive the same education.
2. What are instructional objectives? What purpose do they serve? (2 pts.)
Instructional objectives are learning outcomes or performances that a teacher
has created for their classroom. It is a goal that a teacher wants the students to be able
to learn by the end of the year or lesson. The purpose of these objectives is to give the
teacher an intended learning outcome for a students performance. It allows a teacher to
be able to focus on certain outcomes that a student should be able to do when the
lesson is over. The instructional objectives are usually a set of terms that are an action a
student should learn. An example would be demonstrating to students how to use a
compass to figure out where and what direction they need to go. This is an objective,
but it doesnt clearly show how to teach it. The main purpose of these objectives is to
show the product rather than how they learned it.
3. How are instructional objectives related to content standards? (1 pt.)
Instructional objectives and content standards, are basically, the foundation a
teacher needs to have and know so that they can teach what they need to teach. They
are related because both set up what the teacher should be teaching and what the
students should know by the end of the lesson. Content standards are the broad
information that students must learn while objectives are the direction in which a student
will learn something. An example, content standard for a science class might be for the

student to understand the parts of a cell. An objective will have student learn the parts of
a cell by using a microscope to do so.
4. What is meant by the phrase instructional objectives as learning outcomes?
How do clearly stated outcomes influence (a) teacher instruction and (b) student
learning? (3 pts.)
The phrase instructional objectives as learning outcomes deals with what the
objective a teacher wants a student to accomplish in the classroom. Instructional
objectives are sometimes actions that are stated that student should learn after the
teacher has demonstrated in. It is a better choice to have your objectives be clearly
stated and specifically detailed for the teacher. Instructional objectives are more
interested in the products of learning then than the process of learning. In other
words, objectives are more interested in learning the objective then the how you
taught the student. It influences teacher instruction because it sets up the goals of what
they are teaching and what a certain outcome should be. For the student, it is a goal of
what they should learn or be able to do at the end of the objective. The example of
using a compass a student should know how to use the device, when to use it, and how
to use it with a map.
5. What is the Taxonomy of Educational Objectives? What is the purpose of the
taxonomy? (1 pt.)
Taxonomy of Educational Objectives is guide to help teachers create an outline
of instructional objectives that they can use in their own classroom. It is a set of
objectives that help a teacher identify all possible educational outcomes. It also helps to
define the types of learning outcomes that could occur when deciding on lesson plans
for the class. The taxonomy allows a teacher to use every type of learning option
available in their own lesson plans. It helps a teacher set up the basic outline of how
they want a student to learn and how they will be assessed at the end of the lesson. It
ranges from the simple like what information the student knows to the more complex
ideas of application of what the student has learned in a real world situation.
6. Identify the three domains of the Taxonomy of Educational Objectives and
describe the types of instructional objectives that fall in each of the three levels.
(3 pts.)
The three domains of the Taxonomy of Educational Objectives are Cognitive,
Affective, and Psychomotor. Cognitive domain deals with the knowledge and skills the
student has. This would be what level reading skill the student has or math skill. Its
basically what level or skills do the student have. Affective domain deals with the
attitude or feelings of the student. How does this change or affect the student? Will this
lesson affect the student in changing their attitude or interest? Psychomotor Domain
deals with what motor skills the student will learn or should have learned. An example,
can a student jump rope in the first grade.

7. Name and describe each of the levels of the cognitive domain of Bloom's
Taxonomy of Educational Objectives. (6 pts.)
1) The first level of Blooms Taxonomy is Knowledge and it deals with what
the student will recall. This is when the student can remember specific
facts such as who was the first president?.
2) The second level is comprehension and it deals with what the student
understands. The student should be able to create something in their own
words or explain something. An example, a student creates a brief
summary of the book he read.
3) The third level is application which is when a student uses previously
learned material to answer a specific question. A student should be able
give change once they know the price and the amount the person has
given them.
4) The fourth level is analysis which is starting to get a little more
complicated with three steps. They are to identify, analyze, and find
evidence. An example would be to get information about their own family,
create a family tree, and to see their own relationships.
5) The fifth is synthesis and it deals with the student creating something. It
has the student use creative and thoughtful ways to come to a decision to
solve a problem. An example, a student uses information they have
researched to create a timeline about Ancient Rome. Afterwards, they pick
the top 10 events that they think are important and why.
6) The final level is evaluation which deals with the student using their
knowledge to make a judgment call on the information they are given. An
example, a student creates a debate on a topic they are interested in and
give at least 5 reasons why.
8. Describe criteria one should use for selecting instructional objectives that will
be most appropriate for teaching and assessment purposes? (2 pts.)
The main criteria needed for selecting objectives will first matter on the class
subject and grade level. Once you have that basic knowledge then a teacher can create
their own objectives using the state or national content standards. Most of the objectives
will be clearly stated what a teacher needs to teach. After this there are four tips that are
recommended for creating instructional objectives. The first is do the objectives follow or
include all important information for the course. Is there something missing from the
objectives that should be included? To not just think of the knowledge the students
should learn , but also can they apply it to real world situations? Also, a teacher should
make sure that the objectives cover everything included in content standards. It should
also be clear that they coincide with state, national, school board, and even school

objectives. The third criterion deals with the harmony of the objective to learning
principles. Do these objectives go along with the course and the grade level? You would
not teach trigonometry to first grades when they do not know the basic foundation of
addition/subtraction. The final criteria that must be followed is this an obtainable goal for
your classroom, school, and students. Do you have the correct equipment? Are the
students at the level needed to accomplish that goal? You do not want to make a
learning objective when in the end you know it will fail. An example, you create a
learning objective that students will be able to use a Macbook pro computer when you
dont actually have that product.