Select A State Standard In Your Area Of Teaching Expertise

Select a State Standard in Your Area of Teaching Expertise Your Goal

Select a state standard in your area of teaching expertise (your goal). Write cognitive, psychomotor, and affective objectives that address your selected standard. Each objective must address some specific aspect of your standard. See the Appendix for the template and scoring guide. Requirements: Properly formatted cover page; template (except for key) double-spaced (3-point deduction if not followed) Standard copied and pasted from the MDE standards document Grade level and subject area identified Each objective color-coded in a manner similar to that shown in the lecture Key to color-coding provided Cognitive Domain – 2 well-written objectives (10 points) Psychomotor Domain – 2 well-written objectives (10 points) Affective Domain – 2 well-written objectives (10 points)

Paper For Above instruction

Selecting a State Standard and Writing Learning Objectives

The process of aligning teaching goals with state standards is fundamental to designing effective instruction. For this assignment, educators are asked to select a specific state standard relevant to their teaching area and develop clear, measurable objectives across cognitive, psychomotor, and affective domains. These objectives should reflect distinct aspects of the chosen standard, demonstrating a comprehensive understanding of how to translate standards into actionable learning outcomes.

The first step involves thoroughly identifying and copying the exact language of the standard from the Michigan Department of Education (MDE) standards document. This ensures fidelity to state expectations and provides a clear foundation for objective development. Once selected, the educator must specify grade level and subject area to contextualize the objectives appropriately.

Developing the objectives requires an understanding of Bloom's Taxonomy as well as psychomotor and affective domain principles. The cognitive objectives should challenge students to engage in higher-order thinking skills such as analysis, evaluation, or synthesis. The psychomotor objectives must describe specific physical skills students will perform, emphasizing observable, measurable actions. The affective objectives should focus on attitudes, values, or emotional responses related to the standard, promoting personal connections and motivation.

Color-coding each objective enhances clarity, aligning with the instructional lecture's key to illustrate domain distinctions visually. The objectives must be well-written, specific, and measurable to demonstrate their effectiveness in guiding instruction and assessment.

Including a properly formatted cover page and adhering to double-spacing requirements are essential as outlined in the assignment guidelines. This structure not only demonstrates professionalism but also facilitates clarity and readability.

In summary, this assignment requires selecting an appropriate state standard, developing six well-defined objectives—two each for cognitive, psychomotor, and affective domains—and ensuring all components reflect a thorough understanding of standard-based instruction. Proper formatting, clear articulation, and accurate domain representation are critical to a successful submission.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Harrow, A. J. (1972). A taxonomy of psychomotor objectives: The classification of educational goals. Longman.
• Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: The cognitive domain. David McKay.
• Oregon Department of Education. (2018). Science standards. https://www.oregon.gov/ode
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• Egan, K. (2013). The which-way to learning. Educational Leadership, 70(4), 8-13.
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• Arends, R. I. (2012). Learning to teach. McGraw-Hill Education.