Written Objectives in The Classroom

How do written objectives affect classroom performance?

First, are there advantages to writing both content and language objectives for students to see and hear?

According to our Echevarria, Vogt, and Short (2008), the first component of the SIOP model includes creating lessons that will bring out a student's prior knowledge and understanding so that the lessons are meaningful to all of our students. As part of this component, educators need to be sure students understand the objectives, or what's expected of them. Echevarria, Vogt and Short (2008), explain the benefits of this understanding and encourage teachers to..."Share objectives with the students orally and in writing....SIOP teachers tell students the objectives of every lesson." When the objectives are made clear, the students can relate to their teachers whether they have understood the lesson and are ready to move on. This helps teachers understand how much the student has understood and where he or she may still need some help. Also, according to the video on Building Background, Vogt (n.d.) stresses the need for constant assessment to see what students have connected with and learned and where they still may need some help.

How do written Objectives Affect Students' performance in the classroom?

When the objectives are written with an emphasis on student's prior knowledge and learning, it can have a profound effect on our EL student's performance in class. According to the video, Building Background, Vogt (n.d.) stresses the importance on building on students prior knowledge when it comes to student understanding. She goes so far as to say that any prior knowledge is acceptable when it comes to trying to teach vocabulary, especially academic vocabulary to our students. We have to use whatever means necessary to make sure our students understand before moving on. This isn't just a one-time exercise, but a continuous one that teachers have to practice over and over again.

How do written objectives affect teacher performance?

According to Echevarria, Vogt and Short (2008), teachers who take the time to understand the abilities of their students, including their individual performance levels and learning styles, will take the time to differentiate the instruction to benefit the majority of those in their classrooms. Teachers who prepare and publish the written objectives will often start by using objectives that she believes are reachable by her students, therefore giving them an early chance at success. Gradually, over time, as students become more proficient in reaching their weekly or daily objectives. Lastly, when teachers concentrate on daily and weekly objectives, they are concentrating on the learning outcomes including future assessments. Can a student who reaches certain objectives pass the proficiency test now? Is that objective hitting all of the standards? Are the lessons geared towards allowing students reading and writing skills to improve? A teacher who focuses on teaching and assessing based on written objectives, in my opinion, is a teacher focused on putting the priority on student understanding and has the patience and the ability to remain focused on that objective until it has been met.