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Writing specific instructional/learning objectives
 

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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    Writing specific instructional/learning objectives Writing specific instructional/learning objectives Presentation Transcript

    • Session # Planning a student-centered IT based lesson (PART 1)
    • 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
    • Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
    • Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
    • Analyzing learners
      • General background and experiences
      • Knowledge factors
      • Other factors
    • Learners: General background
      • Age: attention span, mental development
      • Grade
      • Stream
      • Gender
      • General experiences with the world they live in
    • Learners: Knowledge factors
      • Entry skills/Prerequisites/Prior knowledge
      • Literacy level
      • Level of IT skills
    • Learners: Other factors
      • Readiness to learn
        • Motivational level
      • Group work culture
      • Learning styles:
        • Verbal
        • Visual
        • Kinesthetic
      • Special needs?
    • Lesson planning procedures Identify goals Analyze learners Identify objectives Plan instructional activities Select media/ ICT based resources Develop assessment tools Revise instruction Implement instruction
    • 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
    • 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
    • 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
    • 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?
    • 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
    • Reference
      • https://seaver.pepperdine.edu/cte/content/Blooms-Taxonomy-Action-Verbs.pdf
        • For some observable and measurable verbs based on Bloom’s taxonomy