Lesson 4.1: Developing Performance Objectives
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Lesson Objective
Participants will...
- Revise responses from previous stages in the design process using the personal Unit Planner and new knowledge
- Construct S.M.A.R.T. performance objectives for their interdisciplinary unit that include all A.B.C.D. components
Revise
How do I start constructing my unit content? Now that you have familiarized yourself with various dance concepts and explored how dance can seamlessly integrate into different core disciplines, it is time to continue designing this amazing unit of yours by completing the activities below.
In unit 2, we developed the desired knowledge, attitudes, skills, and interpersonal skills (K.A.S.I.), enduring understandings (EU), and essential questions (EQ) to the best of our abilities. Now that we have reviewed more applications and examples, we can revisit these earlier steps in this process before continuing. Remember to keep in mind or review your required standards resource during this step. We will add them to our Unit Planners in the next lesson.
On your Unit Planner in the Course Google Drive, revise your responses to questions #1-4 based on your more informed perspective:
- Goals - Have your general unit goals changed? - Edit or add to your Q#1 response
- Topics - Do you have any new ideas for content/dance topic areas to create your unit around? - Edit or add to your Q#2 response - Highlight/bold the primary topic(s) you plan to build into this unit
- KASI/EU/EQ - Do you have a clearer image of what desired outcomes and enduring understandings that you hope your students acquire? - Edit or add to your Q#3-4 response
Design
How will my students and I know what desired learning looks like? With a strong foundation in-place, it is time to construct performance objectives. In contrast to the broad or generalized goals, these objectives should include the following A.B.C.D. components:
- Audience: Intended target learners
- Behavior: Desired performance statement using a specific and observable action verb
- Conditions: Given resources and circumstances under which the behavior occurs
- Degree: Level of performance mastery expected of learner (ie. acceptable number of accurate answers, frequency of accuracy, qualitative description)
Performance objectives with all four components will assure that your students and potential stake holders can immediately recognize the learning that is expected and achieved within your classroom. It also helps to characterize your objectives as S.M.A.R.T.: Specific, Measurable, Action-oriented, Realistic, and Timely.
Here is an example of a S.M.A.R.T. performance objective with all A.B.C.D. components
On your Unit Planner in the Course Google Drive, respond to question #6: What specific performance objectives should students achieve as a result of your instruction during this unit?
Do I need to take into consideration the students' knowledge and skills before the unit? Yes, determining what students currently know and can do is an extremely important and constant task for all teachers. We will discuss assessment methods later, but for now we will at least anticipate what they should know and be able to do based on the performance objectives.
On your Unit Planner in the Course Google Drive, respond to question #7: What prerequisite knowledge, attitudes, skills, or interpersonal skills must students already have prior to this unit?
Align
How can I prove that my performance objectives connect to standards? If you are like most educators, you are expected to align your curriculum to meet national, state, or local standards. That is why we need to pause here and make sure our objectives match up. We already reviewed national dance standards in unit 2 (NCAS Google Sheets Resource), and hopefully you are familiar with your own discipline's standards.
On your Unit Planner in the Course Google Drive, respond to question #8 by completing the organizational chart: What key national, state, or local standards align to the performance objectives?
What if my performance objectives and the standards do not align naturally? Well, it happens. That is why we had to pause before continuing on our planning process. It is always important to check periodically for consistent alignment while developing curriculum. If your objectives seem significantly disjointed from the content areas or processing skill levels outlined in the standards, then you have to reassess your performance objectives.
On your Unit Planner in the Course Google Drive, revise responses to questions #6-7 if needed.
Reflect
Do your performance objectives reflect the most important and practical K.A.S.I from your desired outcomes? If someone were to walk into your classroom with a blank slate and read your objectives, would they be able understand your expectations?
References
- Larson, M, B., Lockee, B, B. (2014). Streamlined ID: A Practical guide to Instructional Design. New York, NY: Routledge.
- SMU. (n.d.). Learning Objectives. Retrieved from https://cte.smu.edu.sg/approach-teaching/integrated-design/learning-objectives
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