• Save
Writing specific instructional/learning objectives
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Writing specific instructional/learning objectives

  • 24,677 views
Uploaded on

How to write specific instructional objectives for student-centred lessons.

How to write specific instructional objectives for student-centred lessons.

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
24,677
On Slideshare
24,507
From Embeds
170
Number of Embeds
15

Actions

Shares
Downloads
56
Comments
4
Likes
9

Embeds 170

http://www.weebly.com 48
http://www.slideshare.net 42
http://ashleytan.wordpress.com 34
http://shruslana.blogspot.com 11
http://greenlifeadvocacy.weebly.com 10
http://susanatenreiro.blogspot.com 5
http://sclopez-fso-emdtmsblog.blogspot.com 5
http://nie-lst.pbworks.com 4
https://online.fvtc.edu 3
http://bb91dev-mt.uhcl.edu 2
http://bin-20.blogspot.com 2
https://learn.uark.edu 1
http://translate.googleusercontent.com 1
http://4eme2040.pbwiki.com 1
http://www.slideee.com 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Session # Planning a student-centered IT based lesson (PART 1)
  • 2. Lesson objectives
    • By the end of this lesson, trainee teachers should be able to compose two to three measurable lesson objectives using the ABCD framework
  • 3. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
  • 4. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
  • 5. Analyzing learners
    • General background and experiences
    • Knowledge factors
    • Other factors
  • 6. Learners: General background
    • Age: attention span, mental development
    • Grade
    • Stream
    • Gender
    • General experiences with the world they live in
  • 7. Learners: Knowledge factors
    • Entry skills/Prerequisites/Prior knowledge
    • Literacy level
    • Level of IT skills
  • 8. Learners: Other factors
    • Readiness to learn
      • Motivational level
    • Group work culture
    • Learning styles:
      • Verbal
      • Visual
      • Kinesthetic
    • Special needs?
  • 9. Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
  • 10. Goals vs objectives
    • Goals
      • General statements of desired learning outcomes; can be found in syllabi
    • Objectives
      • Are for specific lessons targeted to specific groups of students
      • Should be observable/assessable to guide lesson planning
  • 11. Stating objectives
    • ABCD model
      • A udience : what level/ability/etc.
      • B ehavior : observable verbs (see https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf )
      • C onditions : what circumstances
      • D egree : how well
  • 12. Good objective
    • Given a bar, line, or circle graph, the seventh-grade mathematics students will be able to verbally present all the statistical or numerical information shown on the graph with 100% accuracy.
    Audience Behaviour Condition Degree
  • 13. Bad objective
    • Mathematics students will understand how to interpret a bar chart accurately.
    What level? How do you know they “understand”? All of the time? Half the time?
  • 14. Critique the following SIOs
    • Students should be able to:
      • do individual mind mapping
      • brainstorm for ideas with a partner within the group
      • gather information on the web for life during the Japanese Occupation in Singapore
  • 15. Reference
    • https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf
      • For some observable and measurable verbs based on Bloom’s taxonomy