Difference between revisions of "Module 3 Developing Learning Objectives"

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:The student will arrange  a strategic plan and assemble the files for management of documents and schedules.
:The student will arrange  a strategic plan and assemble the files for management of documents and schedules.
===Try to make sentences with the word pairs for next three Strategies for writing Learning Objectives===
* '''Analyzes evidence(Common Disturbances)'''
* '''Analyzes evidence(Common Disturbances)'''

Revision as of 20:33, 8 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

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Learning Objectives

At the end of this Module, the teacher will be able to:

  1. Determine the abilities of the learner
  2. Target the required knowledge and skills
  3. Determine the direction of the learning necessary for the course
  4. Establish the context for the learning objectives
  5. Align the goal with its objectives

Mini Lecture Learning Objectives

In Module One, we looked at the needs of the students, and then in Module Two we looked at the types of students over-viewing components of Goal setting. Now, here in Module Three, we begin to look at learning types, detail of determining how to communicate the tasks and objective that lead to the course goals. The question is what will the student do with what you have decided to be the way to show them the path to mastering the material.

Often when we get steeped in theory, we forget the practical needs. If we remember the goal of teaching is to teach the students how to control the learning, then we can use theories correctly. In other words don't fit the course into the theory, rather utilize the theory only as it help you stay on track and target your teaching goal.

Who is the Master this time? Robert Gagné: Developing Learning Objectives in Stages

Learning objectives 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 write a quick list of what a unit of information entails, then make up a list of statements about what the student needs 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.
  • 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.
  • Synthesis of Strategies
Determines what is available; Identifies resources; Sets up a plan; Organizes a management structure
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.

Try to make sentences with the word pairs for next three Strategies for writing Learning Objectives

  • 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

  • Application (Goals)
The student translates or comprehends information cased on prior learning. This is the interface between new learning and previously :established learning.
Differentiate what is working and what isn’t working (Crisis)
Coming to terms with personal weakness (Conflicts)
Present | Evidence
Schedule | Apply
Demonstrate | Employ

  • 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

  • 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

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, the best teaching is when they are able to stand on your shoulders and surpass you.

Take some time to contemplate those students who easily forget material from one class to the other. The students who look puzzled. Think about the students walking around proud of all the facts 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 class. Setting the learning goals is a teacher's skill, which takes much patience to learn. Goals help us define what we are trying to accomplish, where we are going. How we go about getting there are the objects. So, you are asked to consider the quality of your goals as you compose the objectives that make it possible. 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.

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!



Discussion Questions

1. What kind of learner are you?
2. What are your target goals and objective knowledge and skills to get there?

Journal Questions

1. Does the student need to comprehend, remember, evaluate, discuss, write, or defend?
2. Does the student need to demonstrate a process?
3. Does the student need to analyze a condition?