LESSON Objectives Use the materials in the Instructional Objectives folder to help you work on your two assigned

objectives Instructions: Part I. Read the following objectives and label the parts: A, audience; B, behavior ; C, condition; and D, degree.

1) Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less. 2) Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span. 3) Given a sentence written in the past or present tense, the student will be able to use the future tense to rewrite the sentence with no errors in tense and no tense contradiction (i.e., I will see her yesterday.)." 4) Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members." 5) Given two cartoon characters of the student's choice, the student will be able, combine personality traits of two characters (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character." 6) Having read Shakespeares Merchant of Venice, the student will be able to clearly contrast 2 characters motives behind their actions in a written response measured with an appropriate rubric. 7) After watching two documentaries on the subject of eradication of poverty, the student will be able to reasonably judge the efficacy of two different policies 8) Given a list of 20 words with similar meanings, the student will be able to correctly arrange the words into groups of synonyms.

Part II. Go back and decide which domain (cognitive, affective, or psychomotor), and which level each objective targets, e.g. Cognitive, Creating Level. Part III. Now go to the critical thinking strategies list at http://www.criticalthinking.org/pages/strategy-list-35-dimensions-of-critical-thought/466 and determine which ONE or TWO strategies each objective predominantly targets, e.g. S-1: thinking independently