EDAT Journal Entry #8

Description

            This week in EDAT 6115 the journal entry is over chapter 13. Chapter 13 covers how student learning is assessed. Instructional objectives and aligning those with the assessments are major topics of this chapter.

Analysis

            Instructional objectives are essential to guiding a lesson and helping the students know what the goals for their learning are. An instructional objective is defined as a “statement of skills or concepts that students are expected to know at the end of some period of instruction (Slavin, 2012, pg. 340).” For example, a typical objective in an elementary music classroom would be “the students will be able to identify the notes on the lines and spaces.” This objective would be used in a lesson about what letters each line and space gets, so that the students can identify note names. When a teacher is planning his or her lessons/lesson objectives, they must think about all of the tasks involved in that activity. The teacher must consider what knowledge and skills are necessary to already know. Then, the teacher must identify what skills are needed to actually complete the lesson. Finally, how do all of the previous skills/steps put together for the end goal result (Slavin, 2012, pg. 342). At the end of the lesson, the assessment must relate to the objective for that day. For example, if the lesson was on naming the notes on the lines and spaces, the assessment should not be on note value. The assessment should test the students on whether or not they can identify the correct letter for each line and space on the staff (Slavin, 2012, pg. 345).

Reflection

I believe that in any classroom, the objectives have to be clear to the students each and every day. In order for their learning to be effective, the students have to know the goal, so that they know where the instruction is going. I have been in a classroom before where the goal was not clear in the lessons. It was very frustrating for myself and many other students in the class because we did not know what the purpose of the content was.  



Reference

 Slavin, R. E. (2012). Educational psychology: Theory and practice (11th ed.). Boston, MA: Pearson Education.

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