Preparing educational objectives: The good, the bad, and the value
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Preparing educational objectives: The good, the bad, and the value

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Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will ...

Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will be. But how to develop them. This presentation is offered to assist in the development of educational objectives.

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  • …the concept of a plan is very important here. A curriculum for public relations as a professional field of study is more than coming up with a laundry list of important things to study and then developing a series of courses. This, however, has often been how PR practitioners conceptualized education for practice. …the design is paramount…then the individual courses are developed within that framework. This should be an easy concept for Pr professionals who might have been engaged in strategic plan development during their careers. But it isn’t always pointed out to them. …the concept of curriculum has many practical implications. One that springs immediately to mind is the situation where a practitioner comes to a college or university to teach a single course. The course will be much less effective for the students if the instructor fails to research the overall curriculum and how this single course fits into it.
  • As you move up the pyramid, there is increasing intellectual demand. Knowledge Verbs:Chooses, cites, completes, defines, matches, distinguishes, draws, enumerates, identifies, indicates, labels, lists, locates, matches, names, observes, outlines, picks, points, quotes, recalls, recites, recognizes, records, selects, states, tracesComprehension Verbs:Associates, computes, concludes, defends, describes, differentiates, discusses, estimates, expands, extrapolates, generalizes, gives examples, infers, interprets, summarizesApplication Verbs:Applies, assesses, charts, classifies, constructs, participates, performs, plans, practices, predicts, prepares, preserves, provides, reports, solves uses, utilizes.Analysis Verbs:Analyzes, breaks down, categorizes, compares, contrasts, correlates, debates, deduces, detects, differentiates, focuses, prioritizesSynthesis Verbs:Adapts, anticipates, arranges, constructs, creat3es, designs, facilitates, generalizes, incorporates, integrates, invents, models, organizes, prepares, reorganizes, structures, synthesizesEvaluation Verbs:Appraises, argues, assesses, concludes, considers, criticizes, critiques, defends, evaluates, interprets, judges, justifies, recommends, reframes, validates.Source: http://leader.louisville.edu/edtl/kemp/edsd606/fall01/instruct/bloom.htm
  • How do you know when you have ‘enough’ material?Triage…

Preparing educational objectives: The good, the bad, and the value Preparing educational objectives: The good, the bad, and the value Presentation Transcript

  • What is a ‘curriculum’ A plan for a specific area of study The design of an educational program leading to a specific credential 210/10/2013 © Patricia J. Parsons
  • What’s so great about well- written objectives? They provide direction.  For students: what they should be headed toward  For faculty: in curriculum planning, analysis & revision They are useful in selecting learning experiences. They provide the basis for evaluation. They express curriculum decisions and publicize them. 310/10/2013 © Patricia J. Parsons
  • Objectives Direct the Course Planning Process 0Stage 1: Identify desired results. 0Stage 2: Determine acceptable evidence. 0Stage 3: Design learning experiences & instruction. “Begin with the end in mind.” Steven Covey Planning Backwards 410/10/2013 © Patricia J. Parsons
  • Before you begin writing…you need to understand that… 0 High-quality objectives are based on an understanding of the domains of learning. 0 What should the students know? 0Cognitive domain 0 What should the students think about what they know? 0Affective domain 0 What should the students be able to do? 0Psychomotor domain 510/10/2013 © Patricia J. Parsons
  • Hierarchy of Intellectual Demand Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Cognitive domain 610/10/2013 © Patricia J. Parsons
  • The Affective Domain: What the Students Should Think: attitudes values, aesthetics, appreciation) 0 Receiving 0 Responding 0 Valuing 0 Organizing 0 Characterization by value Krathwohl, Bloom and Masia (1963) Taxonomy of Educational Objectives: Handbook II: The Affective Domain 710/10/2013 © Patricia J. Parsons
  • The Psychomotor Domain What Students Should be Able to Do 0 Imitation 0 Manipulation 0 Precision 0 Articulation 0 Naturalization Adapted from Simpson, Gronlund et al. 810/10/2013 © Patricia J. Parsons
  • Good learning objectives should do the following: 0 reflect broad conceptual knowledge and adaptive vocational and generic skills 0 reflect essential knowledge, skills or attitudes; 0 focus on results of the learning experiences; 0 reflect the desired end of the learning experience, not the means or the process; 0 represent the minimum performances that must be achieved to successfully complete a course or program; 0 answer the question, "Why should a student take this course anyway?" Source: Teaching Support Services, University of Guelph 2003 910/10/2013 © Patricia J. Parsons
  • Rules for selecting course content… Need to know Primary consideration Nice to know If there is time Nuts to know Don’t waste your time 1010/10/2013 © Patricia J. Parsons
  • Summary: Characteristics of Ideal Instructional Objectives 0 Student not instructor-oriented 0 Outcome-oriented rather than process (or activity) driven 0 They are clear and understandable rather than vague and unfocused 0 Objective not subjective (observable) 1110/10/2013 © Patricia J. Parsons