Reference no: EM133840951

Assignment: Behavioral Objectives

For part one, you need to clearly write a variety of appropriate behavior outcomes. Write three or four specific behavioral learning objectives derived from the Texas Essential Knowledge and Skills (TEKS) (Texas Education Agency, 2017). When writing Behavioral objectives, TEKS are chunked into meaningful academic subject activities. When you are reading the TEKS, it is necessary to unpack the TEKS and translate them into meaningful subject area classroom activities for your students.

Behavioral objectives should articulate the knowledge and skills students need to know or do by the end of the mini-unit lesson plan. Behavioral objectives should reflect both lower and higher order thinking in Bloom's taxonomy of educational objectives (find out from your instructor whether you should refer to the traditional or revised version of Bloom's taxonomy; also see the additional Bloom's Taxonomy and Writing Behavioral Objectives resource support documents). Behavioral objectives must articulate the Performance-Condition-Criteria(PCC) format (doesn't need to be in this exact order). This format refers to performance, condition, and criterion. Find the examples of behavioral objectives in the PCC format below:

Performance, Condition, and Criterion (PCC) Format Examples

1. While writing about a short story (condition), the student will analyze (performance) for inciting incident, rising action, climax, and resolution with 100% accuracy (criterion).

2. Within the context of word problems (condition), the student will solve (performance) for rate, distance, and time with 100% accuracy (criterion). Get the instant assignment help.

3. The student will identify (performance) the principal causes of the Civil War with 100% accuracy (criterion) after reading primary documents from the Civil War period (condition).

On clarity, each of the behavioral objectives must be written in declarative sentences, use specific Bloom's verbs from the taxonomy, and clearly articulate each component of the PCC format. On variety, the set of three to four behavioral objectives should include both lower and higher order thinking according to Bloom's taxonomy of educational objectives. On appropriateness, the behavioral objectives must be developmentally appropriate to the age and grade level of students for which the objectives are intended.

Behavioral objectives must align with specific grade level TEKS (Texas Education Agency, 2017). Behavioral objectives must specifically cross-reference, articulate, and align TEKS that are the focus of the mini-unit lesson plan. Behavior objectives must support/align with the teaching of TEKS. Be sure to copy-paste the specific TEKS code and description sections from online onto your planning document so that these can be compared to your behavioral objectives (see link below to find TEKS). You have a choice: all three behavioral objectives can be derived from a larger TEKS chunk or each of your behavioral objectives can stem from separate sections of TEKS within the same content area and grade level. Alternatively, the sentence stem "Students will . . ." can also be used to craft clearly articulated PCC behavioral objectives.

Behavioral objectives must align with specific grade level TEKS. Behavioral objectives must specifically cross-reference, articulate, and align TEKS that are the focus of the mini-unit lesson plan. Behavioral objectives must support/align with the teaching of TEKS. Be sure to copy-paste the specific TEKS code and description sections from online onto the required lesson plan format provided so that these can be compared to your behavioral objectives. You have a choice - all three behavioral objectives can be derived from a larger TEKS chunk or each of your behavioral objectives can stem from separate sections of TEKS within the same content area and grade level.