Difference between revisions of "Module 3 Developing Learning Objectives"

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Revision as of 20:45, 5 May 2014

Return to: ETAP_623_Spring_2014 | Donna Kiesel portfolio |Designing an Online Course | Module 1 Needs Assessment of the Student | Module 2 Goals of the Course | Module 3 Developing Learning Objectives


Identifying knowledge and Tasks for Mastery

In Module One, we looked at who the student are, and then in Module Two we overview components of Goal setting. Now, here in Module Three, we begin to look at detail of learning objectives. Think of the first two Modules as all the things that you need to consider and this Module as who you, know those considerations as you prepare the materials that student will use to learn the subject, which you are teaching.

  • Course: What are the detailed components, which compose the completed course that will be instructed?
  • Teacher: How does the teacher construct the instructions, guidelines, teaching strategy to present the material?
  • Student: What will the student be able to master the knowledge and practical skills?

Describe the features of student communication that are indicative of their individual learning style

Define a list of tasks and objectives that lead to completion of the learning goals of the course

Developing Learning Objectives in Stages

Learning object should be easy if you know what you are teaching. But nothing could be farther from the truth. We are not objective creatures. For this reason, we need to right a quick list of what a unit of information entails, then make up a list of statement about what the student need to know and be able to do. Then review the following information and refine, edit, restructure how you present the learning objectives. They must be explicit so that you and the student can measure the learning.

There are six categories here, sorting out the arenas of concentration that we humans use to figure things out and move in life.
  • Collecting information and evaluating it: ask the student to present specific criteria; identify the validity of information; describe the features of isolating specific concepts or information; identify valid or invalid; discern the difference between useful or un-useful.

The student can collect information, or experience and assess the usefulness of skills. Then be able to critique the validity of a concept or the appropriate performance skill on a basis of specific criteria and specific procedures.

The student will select a site to build a house and choose the exact location on the property to build it.
The student, based on initial research, will estimate the costs and predict the amount time it will take to build it.
The student will assess the estimates proposed by different architects and appraisals from the building contractor.
The student will evaluate the building plans and compare designs.
The student will argue about with builders for a better contract and defend his position for them to clean after their work.
  • Synthesis of Strategies

Determines what is available; Identifies resources; Sets up a plan; Organizes a management structure Present components; Characteristics of the today’s subject

The student originates and combines ideas into a product, plan, or proposal that is new to him or her.
The student will set up a plan for the things he can do to lower the cost of construction.
The student will arrange a strategic plan and assemble the files for management of documents and schedules.

The student will prepare a proposal and develop the logic model for each component of the project.

This is a good point for me to stop and you to start making sentences out of these suggested pairs of verbs.

       :Propose | Formulate
       :Compose | Create
       :Design  | Construct
       :Manage  | Organize
  • Analyzes evidence(Common Disturbances)
The student distinguishes, classifies, and relates the evidence, assumptions, or structure of the statement or question. Determines finer distinctions;
       :Examine       | Analyze
       :Discriminate  | Appraise
       :Differentiate | Categorize
       :Compare       | Contrast
       :Question      | Criticize
       :Experiment    | Distinguish
       :Calculate     | Test

* Application (Goals) Differentiate what is working and what isn’t working (Crisis) also pharmaceuticals Coming to terms with personal weakness (Conflicts) also professional differences The student translates or comprehends information cased on prior learning. This is the interface between new learning and previously established learning.

       :Present     | Evidence
       :Schedule    | Apply
       :Demonstrate | Employ
       :Practice    | Dramatize
       :Sketch      | Illustrate
       :Interpret   | Solve
       :Use         | Operate

* Comprehension (Crisis, Conflicts) Adjustment of personal beliefs in a new context; Identify stops and starts; Refine goals and outline plan to achieve the starts and stops; Clarify the direction of learning, achieving; Practitioner Perception: Present integrated healing and medical arts; Application of today’s lesson as it applies to the student’s profession

      :Review   | Describe
      :Indicate | Explain
      :Identify | Recognize
      :Locate   | Report
      :Express  | Restate
      :Classify | Select

* Knowledge (Climax, Resolution) The student recognizes information, ideas, and principles in the approximate form as intended for understanding. Demonstrate a working knowledge of a new computer program, financial management, and a complete case. Demonstrate reliable skills

      :Name      | Define
      :List      | Duplicate
      :Recognize | Label
      :Arrange   | Order
      :Memorize  | Recall
      :Repeat    | Reproduce
      :Present   | Problem


You can create Lesson Plans for any topic you will teach, by first defining what you want the students to be able to do. Set teaching objectives that are realistic for you to teach, as well as realistic for the students to learn.

Once you define your goals, you can figure out which resources, supplies, and teaching strategies required for each class. Always write goals with measurable definitions of the tasks with action words. Do not limit your goals by projecting inadequacies on to the student.

The student should ultimately be able to evaluate all that you teach for its usefulness, being able to sort out what is useful and worth integrating into their work, from what they will disregard as irrelevant. They should be able to put your teaching in its place, by making the material their own. In a sense, they should be able to stand on your shoulders and surpass you.

Take some time to contemplate students who forget from one class to the other, and students who look puzzled. Think about the students walking around proud of all the remedy names that they memorized. A learning goal is a detailed description of the tasks that a student will be able to perform after they attend a course or class. In homeopathy, our standards still waver. Setting the learning goals is a trainer's skill, which takes much patience to learn. Goals help us define what we are trying to accomplish and where we are going. There is much debate about and within the field of homeopathy. So, you are asked to consider the quality of your goals. These goals should resonate with a higher cause, a student's ability to evaluate the material and make it their own. If they are confused or do not have long-term memory, it means you are failing as an instructor. If they only learn remedy names a few symptoms

Short-cuts do not "save time". Incomplete learning is the result, and that will take more time than you want to think about. This means for example, that Homeopathic History is a separate subject of its own, with a separate notebook. For each class, the trainer will provide an outline that the student can use to keep notes organized. This teaching strategy means that you need to organize your teaching goals so that all subjects are clearly separated from one another.

Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals. Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal).

The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured. Different archers have different styles, so do different teachers.

Thus, you can shoot your arrows (objectives) many ways. The important thing is that they reach your target (goals) and score!