Developing measurable learning objectives [wlo: 3] [clo: 1]


Developing Measurable Learning Objectives

[WLO: 3] [CLO: 1]

We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.

Prepare

Prior to beginning work on this assignment,

Reflect

Consider the following:

  • Teaching does not only happen in classrooms. There are many avenues in which you might need to know how to teach and assess learners. Consider what area of teaching you envision yourself. Do you see yourself as a classroom teacher, a corporate or health trainer, a military trainer, for example?
  • Consider what type of learners you would be teaching and the content area of interest.

Content Instructions (Due Monday, Day 7)

Complete the following:

  • Fill out the Week 1 Developing Learning Objectives Assignment Template (see Weekly Lesson for Week 1 for an exemplar). The Week 1 template is what you will submit to Waypoint.
  • Highlight your chosen path that you foresee yourself teaching in (ex. PreK, K through 12, Military Trainer, Corporate Trainer, Health Trainer, etc.)
  • Copy and paste a selected standard from the following options: 
    • Pre-K standards of your state.
    • Common Core State Standards (CCSS) that are for math and reading (see Read the Standards (Links to an external site.)).
    • K-12 standards of your state if you do not follow the CCSS or if you choose a different content area than math and reading.
    • Standards that are outside the discipline of the public schools (e.g., military, corporate, healthcare, etc.)
  • Develop three measurable learning objectives that align to your selected standard. 
    • Check out Week 1 Weekly Lesson, which will provide additional support for developing your objectives.
    • Use the Bloom’s Wheel (Links to an external site.) to help you create three learning objectives within three different cognitive (thinking) levels. Be sure to label each objective with the level of thinking from Bloom’s Taxonomy.
    • Select from the verbs in the middle section of the wheel when writing your measurable learning objectives. Having measurable objectives makes writing your assessments so much easier!

Writing and Formatting Expectations

Your Developing Measurable Learning Objectives assignment



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Children, families, and communities guidebook: parenting roles [clo:


 

Children, Families, and Communities Guidebook: Parenting Roles

[CLO: 4]

Throughout this course you will develop a Children, Families, and Communities Guidebook that demonstrates your knowledge, learning, and personal philosophy developed during this course. In Weeks 1 through 5, you will add a new section to this guidebook, with a specific focus on partnerships with children, families, and communities. In Week 6, you will present your cumulative guidebook, as the Summative Assignment, by developing an audio, video, or multimedia presentation to show your work. The purpose of this guidebook is to demonstrate your philosophy of how to develop and maintain effective partnerships with children, families, and communities in your role as an educator. To help you better understand how to develop an excellent Guidebook, please see this week’s Instructor Guidance for explicit modeling, examples, and resources.

The final guidebook, developed in Weeks 1 through 5, will include the following sections:

  • Parenting Roles
  • Beginning Early Childhood Education Professional Family Partnerships
  • Maintaining Early Childhood Education Professional Family Partnerships
  • Families, Communities, and Advocacy
  • Family Behaviors, Circumstances, and Diversity

This week you will begin developing your Children, Families, and Communities Guidebook. More specifically, you will be completing the Parenting Roles section. This week’s readings include the American College of Pediatricians (2013) position statement on the rights, roles, and responsibilities of parents. This resource presents seven distinct roles that families play in modern day parenting. The family’s role often has a direct impact on the developing child, as well as those to who educate them. It is important that early childhood professionals are knowledgeable of various parenting styles so that they can best support children’s development, along with supporting parental growth and learning. 

Guidebook Setup: You may choose one of the tools below to create your Children, Families, and Communities Guidebook, utilizing either a text-based guidebook or electronic guidebook.
Select one tool that you will use and add to each week to create your guidebook:

Guidebook Title Page: Your Guidebook title page will help create a professional and knowledgeable image of who you are as an expert in family and community partnerships. Please include your name, title of your guidebook, and at least one relevant visual.

Guidebook Parenting Roles Section: For this section, you are going to create a Parenting Roles newsletter that you can share with the families in your care. Create a one to two page newsletter that summarizes the seven roles that a parent or guardian plays in a child’s life at school and at home. Explain the potential positive and negative implications of the parental role. Finally, recommend one helpful resource that supports collaborative family relationships between the early childhood professional, parents or guardians, and the child. 

Content Expectations:

  • Children, Families, and Communities Guidebook Title page: Set up your Children, Families, and Communities Guidebook with a title page, including your name, title of your guidebook, and at least one relevant visual.
  • Parenting Roles Newsletter: Using Chapter 3 from the Gestwicki text as a guide for the seven parenting roles, create a newsletter that includes the following:
    • Summarize each of the seven roles that parents or guardians play in the lives of their children at home and at school.
    • Explain how each of the seven roles can directly impact children at home and at school, both positively and negatively.
    • Recommend at least one resource that a family might use to learn about an aspect of child development or parenting. Please include an APA citation, summary of the resource, and a rationale of how it supports positive development.

Writing and Formatting Expectations:

  • Newsletter Appearance: Newsletter is well organized (i.e. formatted with easily read font, appealing colors, has a professional appearance, and includes a logical organization of the content).
  • Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Newsletter is formatted properly and all sources are cited and referenced in APA style, as outlined 



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