Session # Planning a student-centered IT based lesson (PART 1)
Lesson objectives <ul><li>By the end of this lesson, trainee teachers should be able to compose two to three measurable le...
Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional  activities Select  medi...
Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional  activities Select  medi...
Analyzing learners <ul><li>General background  and experiences </li></ul><ul><li>Knowledge factors </li></ul><ul><li>Other...
Learners: General background <ul><li>Age:  attention span, mental development </li></ul><ul><li>Grade </li></ul><ul><li>St...
Learners: Knowledge factors <ul><li>Entry skills/Prerequisites/Prior knowledge </li></ul><ul><li>Literacy level </li></ul>...
Learners: Other factors <ul><li>Readiness to learn </li></ul><ul><ul><li>Motivational level   </li></ul></ul><ul><li>Group...
Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional  activities Select  medi...
Goals vs objectives <ul><li>Goals </li></ul><ul><ul><li>General statements of desired learning outcomes; can be found in s...
Stating objectives <ul><li>ABCD model </li></ul><ul><ul><li>A udience : what level/ability/etc. </li></ul></ul><ul><ul><li...
Good objective <ul><li>Given a bar, line, or circle graph, the seventh-grade mathematics students   will be able to verbal...
Bad objective <ul><li>Mathematics students will understand how to interpret a bar chart accurately. </li></ul>What level? ...
Critique the following SIOs <ul><li>Students should be able to: </li></ul><ul><ul><li>do individual mind mapping </li></ul...
Reference <ul><li>https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf </li></ul><ul><ul><li>For som...
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Writing specific instructional/learning objectives

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

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Transcript of "Writing specific instructional/learning objectives"

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

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