Designing & Teaching Learning Goals & Objectives. Robert J. Marzano
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Translating General Statements Into Learning Goals
Exercise 2.4: Designing Assessment Tasks for Learning Goals
Level 1: Retrieval
Level 2: Comprehension
Level 3: Analysis
Level 4: Knowledge Utilization
Summary
Exercise 3.1: Identifying Different Types of Retrieval Goals
Exercise 3.2: Identifying Different Types of Comprehension Goals
Exercise 3.3: Identifying Different Types of Analysis Goals
Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals
CHAPTER 4 ORGANIZING LEARNING GOALS INTO A SCALE
Identify a Target Goal for the Class
Organize Learning Goals Into a Scale
Consider Noncognitive Goals
Summary
Exercise 4.1: Ordering Goals by Level of Difficulty
Exercise 4.2: Designing a Scale
Exercise 4.3: Designing Noncognitive Scales
CHAPTER 5 TEACHING IN ASYSTEM OF LEARNING GOALS
Learning Goals Over the Course of a Year
Learning Goals Within a Unit of Instruction
The Issue of Grading
Summary
Student Progress Chart
APPENDIX A: ANSWERS TO EXERCISES
Answers to Exercise 2.1: Learning Goals vs Activities and Assignments
Answers to Exercise 2.2: Declarative vs Procedural Knowledge
Answers to Exercise 2.3: Translating General Statements Into Learning Goals
Answers to Exercise 2.4: Designing Assessment Tasks for Learning Goals
Answers to Exercise 3.1: Identifying Different Types of Retrieval Goals
Answers to Exercise 3.2: Identifying Different Types of Comprehension Goals
Answers to Exercise 3.3: Identifying Different Types of Analysis Goals
Answers to Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals
Answers to Exercise 4.1: Ordering Goals by Level of Difficulty
Answers to Exercise 4.2: Designing a Scale
Answers to Exercise 4.3: Designing Noncognitive Scales
APPENDIX B: WHAT IS AN EFFECT SIZE?
APPENDIX C: TERMS AND PHRASES FROM THENEW TAXONOMY
ABOUT THE AUTHOR
Dr. Robert J. Marzano is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include: Designing and Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators. He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.
ABOUT MARZANO RESEARCH LABORATORY
Marzano Research Laboratory (MRL) is a joint venture between Solution Tree and Dr. Robert J. Marzano. MRL combines Dr. Marzano's forty years of educational research with continuous action research in all major areas of schooling in order to provide effective and accessible instructional strategies, leadership strategies, and classroom assessment strategies that are always at the forefront of best practice. By providing such an all-inclusive research-into-practice resource center, MRL provides teachers and principals the tools they need to effect profound and immediate improvement in student achievement.
INTRODUCTION
Designing and Teaching Learning Goals and Objectives is the first in a series of books collectively referred to as The Classroom Strategies Series. The purpose of this series is to provide classroom teachers and building and district administrators with an in-depth treatment of research-based instructional strategies that can be used in the classroom to enhance student achievement. Many of the strategies addressed in this series have been covered in other works such as The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Marzano, 2007), Classroom Management That Works (Marzano, Marzano, & Pickering, 2003), and Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001). Although those works devoted a chapter or a part of a chapter to particular strategies, The Classroom Strategies Series devotes an entire book to an instructional strategy or set of related strategies.
Designing clear learning goals and objectives is a staple of effective teaching. We might even say that goal setting is a necessary condition for effective teaching. If teachers aren't sure of instructional goals, their instructional activities will not be focused, and unfocused instructional activities do not engender student learning. As straightforward as this might sound, designing and teaching goals and objectives takes insight into the nature of content and the nature of learning. Designing and Teaching Learning Goals and Objectives addresses the research, theory, and practice regarding the design and use of effective goals.
We begin with a brief but inclusive chapter that reviews the research and theory on goal setting. Although you might skip this chapter and move right into those that provide recommendations for classroom practice, you are strongly encouraged to examine the research and theory because it is the foundation for the entire book. Indeed, a basic purpose of Designing and Teaching Learning Goals