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Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
Writing specific instructional/learning objectives
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Writing specific instructional/learning objectives

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

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

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  • 1. Session # Planning a student-centered IT based lesson (PART 1)
  • 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. 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 <ul><li>General background and experiences </li></ul><ul><li>Knowledge factors </li></ul><ul><li>Other factors </li></ul>
  • 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. 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. 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. 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 <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. 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. 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. 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. 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. 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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