Designing a Creative and Flexible Learning Plan
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Transcript of Designing a Creative and Flexible Learning Plan
Write the Objectives
Teach based on the Objectives
Test Over the Objectives
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Complete objectives … State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)
Without notes or references, the students should be able to list should be able to list in order in order the steps in troubleshooting a BASIC computer program with no mistakes.
Observable BehaviorObservable Behavior
Without notes or references, Without notes or references, the students should be able to should be able to list in order list in order the steps in troubleshooting a BASIC computer program with no mistakes.
ConditionCondition
Without notes or references, Without notes or references, the students should be able to should be able to list in order list in order the steps in troubleshooting a BASIC computer program with no mistakes.with no mistakes.
CriterionCriterion
Without notes or references, Without notes or references, the students should be able to list in should be able to list in order order the steps in troubleshooting a BASIC computer program with no with no mistakesmistakes..
Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
Given the values of two of the Given the values of two of the three variables in Ohm’s law, three variables in Ohm’s law, the students should be able to should be able to calculate calculate the value of the remaining variable 90% of the 90% of the time.time.
Cognitive objectivesCognitive objectives Describe the knowledge that
learners are to acquire Psychomotor objectivesPsychomotor objectives
Relate to the manipulative and motor skills that learners are to master
Affective objectivesAffective objectives Describe the attitudes, feelings, and
dispositions that learners are expected to develop
The Cognitive Domain (Bloom, 1956)The Cognitive Domain (Bloom, 1956) Intellectual skillsIntellectual skills
Knowledge – Remembering the information
Comprehension – Understanding the meaning
Application – Using the information Analysis – Breaking down into parts Synthesis – Producing a new whole Evaluation – Judging the value
The Psychomotor DomainThe Psychomotor Domain Muscular, motor skills, “hands-on”Muscular, motor skills, “hands-on”
Objectives in the psychomotor domain should be of interest to a wide range of educators, including those in fine arts, vocational-technical education, and special education.
Many other subjects, such as Chemistry, Physics, and Biology also require specialized movements and well-developed hand-eye coordination.
Using lab equipment, the mouse on a computer, or art materials means learning new physical skills.
The Affective Domain (Bloom, 1964)The Affective Domain (Bloom, 1964) Emotions, feelings & valuesEmotions, feelings & values
These objectives run from These objectives run from least to most committed least to most committed (Krathwohl, Bloom, & Masia, 1964).(Krathwohl, Bloom, & Masia, 1964).
There are 5 basic objectives in the affective domain:There are 5 basic objectives in the affective domain:
Receiving – Being aware of or attending to something in the environment
Responding – Showing some new behavior as a result of experience
Valuing – Showing some definite involvement or commitment Organization – Integrating a new value into one’s general set
of values, giving it some ranking among one’s general priorities.
Characterization by value – Acting consistently with the new value
Taxonomy = classification
6 Cognitive Processes 4 Kinds of KnowledgeIs the content a:
Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive
Knowledge▪ Thinking about thinking
(Anderson & Krathwohl, 2001)
Factual Discrete bits of information
Conceptual More complex, organized knowledge Classifications, categories,
principles Procedural
Steps to take, how to do something Determining when to do what
Metacognitive Personalize understanding for the
user Strategic and contextual
CONCRETE
ABSTRACT
SIMPLE COMPLEX
THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSIONRemember
(Knowledge)
Understand (Comprehension)
Apply(Application)
Analyze(Analysis)
Evaluate(Synthesis)
Create(Evaluation)
Factual
Conceptual
Procedural
Meta-Cognitive
Allows examination of objectives from various perspectives
Confirms what we teach is aligned with objectives and assessment
Can lead to questions that direct student learning to meet objectives ▪ Big Ideas▪ Essential Questions
Map out: Objectives Instructional
activities Assessments
Activities and tests should align in order to meet objectives
Media & Technology can also be chosen based on objectives & classification!
Verbs ▪ Usually refer to cognitive process▪ Often help formulate critical thinking
questions Nouns
▪ Describe knowledge students are to acquire or construct
Goal verbs include:Understand, learn, know, increase
(knowledge), acquire, distinguish, engage, critique
To help categorize objectives, focus on verbs and nouns:To help categorize objectives, focus on verbs and nouns:
http://www.stedwards.edu/cte/files/BloomPolygon.pdf
•Objectives describe ends•Activities and media describe means
Motivation to learn
Monitoring learning Reflection Self-
assessment Study
strategies
Bloom's learning domains : http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm
Applying Bloom’s Taxonomy (sample verbs, questions stems, potential activities and products)http://www.teachers.ash.org.au/researchskills/dalton.htm
Advice on Bloom’s, verb selection, effective questioning techniques from St. Edward’s University Center for Teaching Excellence http://www.stedwards.edu/cte/files/BloomPolygon.pdf
Question cues for test items based on Bloom’s Taxonomy from University of Victoriahttp://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html