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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
    • 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

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