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Gronlund's Writing Instructional Objectives (8th Edition), by Norman E. Gronlund, Susan M. Brookhart
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A unique and classic text, Gronlund’s essential “how to” text again provides a step-by-step guide to writing instructional objectives as intended learning outcomes. The author describes how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instruction–and illustrates his recommended methods with numerous examples. Gronlund’s is a specific procedure for writing objectives–one that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. The book stresses the important role of objectives in the teaching-learning-assessment process–starting from state content standards–and how objectives can be used to improve student learning. The improvements made to this revision only enhance its usefulness and reputation as the best guide on the market for writing instructional objectives and using them in teaching and assessment.
- Sales Rank: #174377 in Books
- Brand: Gronlund, Norman E./ Brookhart, Susan M.
- Published on: 2008-01-26
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x .50" w x 7.30" l, .70 pounds
- Binding: Paperback
- 176 pages
From the Publisher
This is the leading text in the field, written by one of the top names in the discipline. A very concise and practical resource (text material is less than 100 pages), it is a complete guide for helping future teachers master the task of creating and using instructional objectives in teaching. It describes--and illustrates with examples--procedures for writing objectives that clearly define desired learning outcomes and expected student performance, and directly contribute to enhanced classroom instruction. The "hands-on" focus of the coverage offers a sound basis for teaching, testing, and evaluating learning...plus guidelines that can be implemented for all types of learning outcomes at all levels of instruction.
From the Back Cover
Gronlund’s essential “how to” text is the best guide on the market for writing instructional objectives and using them in teaching and assessment. This classicprovides a step-by-step guide to writing instructional objectives as intended learning outcomes. From describing how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instruction, to illustrated recommended methods with numerous examples, Gronlund’s is a specific procedure for writing objectives–one that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. The text stresses the important role of objectives in the teaching-learning-assessment process–starting from state content standards–and how objectives can be used to improve student learning.
New to the eighth edition:
- NEW–Chapter-specific Instructional Objectives, written in the Gronlund format are found at the beginning of each chapter and serve as a model and highlight for students the explicit learning goals for the chapter.
- NEW–Exercises that mirror some of the defined learning outcomes for that chapter have been added at the end of every chapter giving students the opportunity to practice and sharpen their skills.
- NEW–Added content on how instructional objectives are used with formative and summative assessment.
- NEW– Chapter 4, Content Standards and Instructional Objectives addresses the increasing reliance on state content standards in classroom teaching as a basis for writing instructional objectives and includes new examples from six different states to illustrate this process for students.
- NEW–Bloom’s Taxonomy and The Webb Depth of Knowledge Levels are featured in Chapter Five.
About the Author
Susan M. Brookhart, Ph.D., is an independent educational consultant and author based in Helena, Montana. Dr. Brookhart's interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is author or co-author of 16 books and more than 60 articles and book chapters on classroom assessment,teacher professional development, and evaluation. She serves on the editorial boards of several journals.
Most helpful customer reviews
10 of 11 people found the following review helpful.
A must read for teachers & teacher educators
By A Customer
A good account of how to write specific objectives. Only area of affective domain not very clearly dealt with. Infact I have incorporated many ideas into my work place.
3 of 3 people found the following review helpful.
Comprehensive and useful
By Elvin Ortiz
The title speaks for itself, and the book delivers its promise. The author does provide clear examples to illustrate how to write effective instructional objectives that communicate learning outcomes. He makes a clear distinction between an objective (a good one) that states a learning outcome and an objective (a bad one) that states what the teacher is doing or the learning process. He discusses his topic in the context of state standards and benchmarks, state exams, and in the context of the most popular taxonomies used in school: Bloom's Taxonomy, Anderson's revision of this taxonomy, and Webb's Depth of Knowledge. He also devotes separate chapters for writing objectives that apply to knowledge, comprehension, and application outcomes; for higher-level thinking skills; for affective outcomes (this is one chapter that I found specially useful because it is the one where I have the hardest time on); and for assessment and evaluation outcomes. The book is loaded with useful examples and tables, and it also offers 4 appendixes that every teacher will find useful as reference when they are working on their lesson plans: A Checklist for Evaluating the Final List of Objectives, B Bloom's Taxonomy - in this appendix, the author defines each level and provides a list of instructional objectives along with a list of illustrative verbs, and he does this for the cognitive, affective, and psychomotor domains, C Bloom's revised taxonomy - with definitions and examples, and D Depth of knowledge, which includes a set of descriptors for each subject.
This is also the kind of book that I doubt will leave any issues pending as to writing instructional objectives. It's a must have reference book that will be helpful in years to come.
3 of 3 people found the following review helpful.
"Big" Resource, Little Book
By Pamela E. Foster
As an experienced teacher I find my Instructional Objectives tend to get in a rut. This resource facilitates my move from functional to innovative. It also has assisted my growth in IEP writing.
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