Hello, everyone :)
My team and I learned a lot of thing which will help us for preaparing our class easier and faster accordingwith a clear objective, and we can share with you this information that i know will help you to understand batteer the topic, also at the end of the page we include two pages where you find informaiton about this.
Regards, Claribel´s team
Developing Course Objectives
Objectives describe what learners will be able to do at the end of instruction,
and they provide clear reasons for teaching. When writing objectives be sure to
describe the intended result of instruction rather than the process of
instruction itself.
Adapted from Understanding Objectives , (note that all interactive
components of this site are out of service)
San Diego State University
San Diego State University
Clearly defined learning objectives are useful for
instructors, instructional designers and students:
- In order to select and design instructional content, materials or methods and have a sound basis by which success can be measured.
- To give designers and instructors an objective method to determine how successful their material has been. By clearly stating the results we want the learners to accomplish, instructors can identify whether students have gained the appropriate skills and knowledge.
- Because objectives should be stated before learners begin their
instructional materials, they provide students the means to organize their
efforts toward accomplishing the desired behaviors.
When writing learning objectives, avoid terms that cannot be
clearly understood by the reader. It is necessary to communicate an objective as
clearly as possible to avoid misinterpretation.
A useful objective successfully describes an intended
instructional result by describing the purpose of the instruction. The BEST
statement is one that excludes the greatest number of possible meanings other
than the one intended. In other words, it succeeds in communicating the intent
of instruction yet avoids misinterpretation.
The ABCD's of Learning Objectives includes four characteristics
that help an objective communicate an intent:
|
Audience
The learners:
Identify who it is that will be doing the performance (not the instructor).
The learners:
Identify who it is that will be doing the performance (not the instructor).
Behavior (Performance):
What the learner will be able to do
Make sure it is something that can be seen or heard.
What the learner will be able to do
Make sure it is something that can be seen or heard.
Condition
The conditions under which the learners must demonstrate their mastery of the objective:
What will the learners be allowed to use? What won't the learners be allowed to use?
The conditions under which the learners must demonstrate their mastery of the objective:
What will the learners be allowed to use? What won't the learners be allowed to use?
Degree (or criterion)
HOW WELL the behavior must be done:
Common degrees include: Speed, Accuracy, Quality
HOW WELL the behavior must be done:
Common degrees include: Speed, Accuracy, Quality
Objectives can be written for any type of learning. A common way
to categorize learning is by the domain in which it occurs. The three domains
and ensuing type of objectives include:
| Cognitive | <><>Thought or knowledge Objectives describe: "what the student is able to do" (an observable) |
| Affective | <><>Feelings or choices Objectives describe : "how the student chooses to act" |
| Psychomotor | <><>Physical skills Objectives describe: "what the student can perform" |
Written objectives take two forms depending on the
domain of learning. Examples include:
"Learner will be able to" (LWBAT)
Used for:
Cognitive objectives
Psychomotor objectives
Used for:
Cognitive objectives
Psychomotor objectives
"Learner will choose to" (LWCT)
Used for:
Affective objectives
Used for:
Affective objectives
Goals are broad objectives are narrow.
Goals are general intentions; objectives are precise.
Goals are intangible; objectives are tangible.
Goals are abstract; objectives are concrete.
Goals can't be validated as is; objectives can be validated.
Goals are general intentions; objectives are precise.
Goals are intangible; objectives are tangible.
Goals are abstract; objectives are concrete.
Goals can't be validated as is; objectives can be validated.
Example:
Goal: To know about the human body.
Objective: LWBAT name 200 of the 206 bones in the human body without referring to the textbook.
Goal: To know about the human body.
Objective: LWBAT name 200 of the 206 bones in the human body without referring to the textbook.
Remember the ABCD's of writing clear learning
objectives:
Audience, Behavior, Condition, and Degree.
Audience, Behavior, Condition, and Degree.
Action verbs help to align objectives to an observable
behavior. The following resource provides a good list of action verbs that are
effective in learning objectives.
Education Oasis, Action Verbs for Lesson Objectives, http://www.educationoasis.com/curriculum/LP/LP_PDF%20Word/blooms_tax_verbs.pdf
http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp#top
Claribel, remember to post your reflection every week. What you learned, how you felt, etc.
ResponderEliminar