1. Management of instruction
Reported by:
Shiela Lyn Estomaguio
Angelica Marella de Jesus
Gladdys Carabuena
Ma.Testarossa See
Noreen Beatriix Selino
2. Introduction
The material as well as the non -
material resources in the
teaching-learning process most
be well-managed in order to
reap optimum learning.
3. “ There are three function that
most be performed in instructional
management this are;
Assessment
Decision
Initiation
4. GUIDING PRINCIPLES IN DETERMINING AND
FORMULATING LEARNING OBJECTIVES
1.”Begin with the end with mind” says Covey, the author of “seven
Habits of effective people” . In the context of teaching our lesson
with clearly defined lesson objective.
2.Share lesson objective with students. Like a seminar that begins
with a statement of purpose, our lesson ought to begin with a
statement and clarification of our lesson objective.
3.Lesson objective must be in the two or three domains knowledge
(cognitive) skill, (psychomotor ) and values (affective). Our lesson
maybe dominantly cognitive, psychomotor or affective.
4. Work on significant and relevant lesson objectives. With our
lesson objective becoming our students’ lesson objective, too, our
students will be self-propelled as we teach.
5. 5. Lesson objective must be aligned with the aims of education
as embodied in the Philippine Constitution and other laws and
on the vision-mission statements of the educational institution
of which you are a part. The aims of education as enshrined in
our fundamental law of the land, in the Education Act of 1982,
the Ten-Year Medium Term Development Plan must be
reflected in the Vision-mission statements
6. Aim of the development of critical and creative thinking .
This is said more than done. We need not go into a laborious
research to be convinced that the development of critical and
creative thinking is wanting in classrooms.
7. For accountability of learning, lesson objectives must be
SMART, i.e., Specific Measurable, Attainable, Result-oriented
and Relevant , Time-bound and terminal. When our lesson
objective is SMART it is quite easy to find out at the end our
lesson if we attained our objective or not.
6. Levels of generality and specificity goals
Goals that are deemed difficult to achieve and specific tend to increase
performance more than goals that are not. A goal can become more
specific through quantification or enumeration (should be measurable),
such as by demanding "...increase productivity by 50%," or by defining
certain tasks that must be completed.
Setting goals affects outcomes in four ways
•Choice: goals narrow attention and direct efforts to goal-relevant
activities, and away from perceived undesirable and goal-irrelevant
actions.
•Effort: goals can lead to more effort; for example, if one typically
produces 4 widgets an hour, and has the goal of producing 6, one may
work more intensely towards the goal than one would otherwise.
•Persistence: someone becomes more prone to work through setbacks
if pursuing a goal.
•Cognition: goals can lead individuals to develop and change their
behavior.
7. People perform better when they are committed to
achieving certain goals. Through an understanding of the
effect of goal setting on individual performance,
organizations are able to use goal setting to benefit
organizational performance. Locke and Latham have
indicated three moderators that indicate goal setting
success:
•The importance of the expected outcomes of goal
attainment, and;
•Self-efficacy – one's belief that they are able to achieve the
goals, and;
•Commitment to others – promises or engagements to
others can strongly improve commitment.
Goal commitment
8. Goal choice
Self-efficacy, past performance and various other social
factors influence goal setting. Failure to meet previous
goals often leads to setting lower (and more likely
achievable) goals.
Learning goals
There are times when having specific goals is not a best
option; this is the case when the goal requires new skills
or knowledge” Tunnel vision “ of a consequence of
specific goal they ignore the need to learn new skills or
acquire new information. In situational like this, be best
option to set learning goal.
9. Framing
How goals are viewed influences performance. When one feels
threatened and or intimidated by a high goal they perform
poorer than those who view the goal as a challenge. The
framing of a goal as a gain or a loss influences ones eventual
performance.
Affect
Realization of goals as an effect on feelings of success and
satisfaction. Achieving goals has a positive effect, and failing to
meet goals has negative consequences.
Group goals
The relationship between group goals and individual goals
influences group performance; when goals are compatible there
is the positive effect , but when goals are incompatible the
effects can be detrimental to the groups performance.
10. On a basic level the two types of goals are learning
goals and performance goal. Each possesses
different traits associated with the kind of goal that
is selected
1.) Learning goals
oTasks where skills and knowledge can be acquired
2.)Performance goal
o Avoid task where error and judgment are
possible
o Select task that are easy to accomplish and will
make one appear successful
Goals and traits
11. Principle 1: Instructing based design to reflexive
learning
Principle 2: Multiple supporting of cognitive,
motivational and emotional characteristics
Principle 3: Considering the strengths of students
Principle 4: Knowledge acquiring and applying
Principle 5: Supporting and evaluating basic
knowledge
Principle 6: Stimulating argumentation skills
Formulating Instructional Objectives
12. Principle 7: Realizing and guiding self-regulated
Principle 8: Increasing the efficiency of learning
Principle 9: Arousing and sustaining interest
Principle 10: Increasing positive feelings
Principle 11: Decreasing negative feeling
Principle 12: Establishing respect and
responsibility
Principle 13: Using self-instructional learning
14. Guidance on Aims and Objectives for Teaching and
Learning
1. Reasons for Stating Aims and Objectives
The statement of educational and objectives has several benefits:
To help teachers design the course - the content, the methods,
and the assessment.
To communicate the educational intent of the course to
students and to colleagues.
To help identify the resources needed to undertake the
teaching;
To provide a basis for evaluating the course, and a basis for
quality assurance.
A further reason for setting out aims and objectives is that
SHEFC's Teaching Quality.
Assessment is made with reference to provider's own
statement of aims and objectives.
15. 2.Aims, Objectives, and Learning Outcomes
These terms are used in a technical sense and it is important for all
teaching staff to be aware of their meanings. Broadly speaking, all
educational purposes can be defined in one of two ways:
(a) What it is intended that the teacher will do?
(b) What it is intended that the student will have learnt, or will be
able to do, as a result of a learning experience?
3.A Hierarchy of Aims and Objectives
There are a number of circumstances in which aims and objectives
can be specified. These are set out in Figure 1 in the form of
hierarchy in which the higher levels (eg the degree programmed)
should determine the nature of the aims and objectives adopted for
the lower level (eg a course). Or, to put the point in another way, the
achievement of higher level aims will depend on achieving lower
level aims. The key question to ask is: "How will the aim and
objective for this individual teaching session help achieve the
overall aim and objectives of the course?“
16.
17. Figure 1 Showing the relationship between aims and
objectives at different levels.
The type of content specified in statements of aims and objectives
will vary with the level. Objectives, particularly those concerned
with academic content, will be defined in more detail at the lower
levels of the hierarchy; ie at the level of the course and individual
teaching session. At the level of department or degree
programmed, it is likely to be more appropriate to define an aim in
terms of the overall scope of the subject and also in terms of the
qualities which it is intended that a student in that discipline would
develop on the programmed.
4. Classification of Educational Objectives
Educational objectives can cover a range of different types of
intended learning outcomes. The most recent documentation from
the Scottish Higher Education Funding Council for 1997/98 lists
the following: "The acquisition of knowledge, the development of
understanding and other general intellectual abilities, the
development of conceptual, intellectual and subject-specific skills,
the development of generic or transferable skills, and the
development of values, of motivation or of attitudes".
18. These can be summarized as follows:
•Personal transferable skills
•Conceptual knowledge and skills
•Discipline-related knowledge and skills
•Attitudinal
5. The Framing of Objectives at Course and Session Level
Objectives should be phrased in terms of what students will know and can
do rather than what teachers intend, but there is debate about the form that
these statements of outcomes should take. As a principle, they should be
framed as explicitly and precisely as possible taking account of the nature of
the course and the nature of the outcomes. Where the outcomes are
concerned with students acquiring a simple skill or relatively straightforward
knowledge then what is termed a behavioral approach may be adopted.
6. Assessment And Objectives
Assessment activities should be designed so as to enable the students’
achievement of all objectives to be assessed. Equally, students should not be
assessed on anything which has not been specified in the objectives.
19. Taxonomy Of Objectives
With Educational taxonomy, learning is classified into
three domains namely:
1.Affective.
2.Cognitive
3.Psychomotor or behavioral
20. CRITERIA OF MEASURABLE
OBJECTIVE LEARNERS BEHAVIOR
A Learning Objective is Made Up of 3 Parts:
1. BEHAVIOR:
Describes what participants will be able to do as a consequence
of taking a course.
2. CONDITION:
Describes conditions under which the student will perform the
behavior.
3. CRITERIA:
Describes the criteria you will use to evaluate student
performance.
21. WRITING A LEARNING OBJECTIVE IN 4
STEPS
STEP 1. what BEHAVIOR will the student be able to do after
the course?
STEP 2. under what CONDITION will the behavior be
performed ?
STEP 3. against what CRITERIA?
STEP 4. now put it all together
