Chapter 5 Deriving Learning Objectives
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Transcript of Chapter 5 Deriving Learning Objectives
Chapter 5 Deriving Learning Objectives
• Key Concepts• Definition and meaning of Learning Objective• Structure of Learning Objectives• Qualitative Considerations for Writing LB
Key Concepts
• Learning Objective• Observable Behavior• Measurable Behavior• Taxonomic System• Structure of LB• Goal Component• Action• Criterion
• Condition• Needs Assessment• Explicit Learning• Meaningful Characters• Cruciality• Clarity• Worthiness• Terminal Objectives• Enabling Objectives
Definition of Learning Objective
• A precious description of educational purpose
• Proposing changes in students
• Observable and Measurable student behavioral changes
Taxonomic System
Fitness Skills
Specialized Skills
Foundamental Skills
Reflexies
Psychomotor Domain
Evaluation
Systhesis
Analysis
Application
Comprehension
Knowledge
Cognitive Domain
Characterizing
Organizing
Valuing
Responding
Receiving
Affective Domain
Physically Educated Person
Structure of Learning Objective
• What not to do When you write Learning Objective!
• Four basic components of writing LB
What not to do when writing LB
• Not stated in teacher activity
• Not stated in student activity
• Not stated in concept, topics, and content
• Not stated in generalized bh pattern
Basic Components of Writing Learning Objective
• Goal statement• Action verb• Criterion standard• Condition
Qualitative Consideration in Writing Learning Objective
• Individualization• Needs Assessment• Explicit learning• Meaningful Characters• Cruciality• Clarity• Worthiness
Hierarchical Learning Objectives
• Terminal Objective• Enabling Objective
In-Class Activity Home Work
• Self-directed act. 5.2• Self-directed act. 5.3• Self-directed act. 5.5• Group Activity:- generate a content goal - develop a terminal LB- develop 3 enabling LB Homework: repeat GA