Behavioral Verbs for Effective Learning Objectives 2012.pdf
•
0 likes•191 views
This document provides examples of effective behavioral verbs for writing learning objectives in the cognitive, affective, and psychomotor domains. It lists verbs appropriate for different levels within each domain, from lower to higher order thinking. The verbs can be used to precisely define the measurable results expected of learners. Examples are also given of well-written learning objectives using these verbs for medical education topics.
Report
Share
Report
Share
Download to read offline
Recommended
10 Technology Tools Every 21st Century Educator Should Use
Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
SlideShare by Alex Noudelman
Standards based unit assessment design for k to 12
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
TOS Grade 4 k to 12 First Grading s.y. 2015 2016
This document contains tables of specifications for quarterly assessments for various subjects for Grade 4 students. It provides the competencies/topics to be assessed, the cognitive process dimensions, number of items, and percentage coverage for Mathematics, Araling Panlipunan, Edukasyon sa Pagpapakatao, MAPEH, Filipino, EPP, and Science. For each subject, the competencies are divided into topics and specified according to remembering, understanding, applying, analyzing, evaluating and creating cognitive levels. The number and percentage of items per competency are also indicated. The tables were prepared by the classroom teacher, Master Teacher I Zenas B. Amores, and noted by the school principal.
Teaching reading (1)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
matatag curriculum . presentation for re
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
ENGLISH BOW.pdf
The document provides details about the PIVOT 4A Budget of Work (BOW) in English, which is a resource material for teaching English in grades 1-10 that highlights the most essential learning competencies from the K to 12 curriculum. It explains that the BOW is organized into columns for quarter, domain, most essential learning competencies, learning competencies, and number of days taught. It also provides examples of how to identify and use the information in the BOW to guide English lesson planning and implementation.
Recommended
10 Technology Tools Every 21st Century Educator Should Use
Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
SlideShare by Alex Noudelman
Standards based unit assessment design for k to 12
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
TOS Grade 4 k to 12 First Grading s.y. 2015 2016
This document contains tables of specifications for quarterly assessments for various subjects for Grade 4 students. It provides the competencies/topics to be assessed, the cognitive process dimensions, number of items, and percentage coverage for Mathematics, Araling Panlipunan, Edukasyon sa Pagpapakatao, MAPEH, Filipino, EPP, and Science. For each subject, the competencies are divided into topics and specified according to remembering, understanding, applying, analyzing, evaluating and creating cognitive levels. The number and percentage of items per competency are also indicated. The tables were prepared by the classroom teacher, Master Teacher I Zenas B. Amores, and noted by the school principal.
Teaching reading (1)
This document provides information on teaching reading through five components: phonological awareness, phonics, fluency, vocabulary, and comprehension. It discusses techniques for each component, including phonemic awareness activities, teaching the alphabetic principle through letter sounds and blending, measuring fluency, direct vocabulary instruction, and seven comprehension strategies. The document also summarizes six core developmental reading approaches and several other instructional methods.
matatag curriculum . presentation for re
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
ENGLISH BOW.pdf
The document provides details about the PIVOT 4A Budget of Work (BOW) in English, which is a resource material for teaching English in grades 1-10 that highlights the most essential learning competencies from the K to 12 curriculum. It explains that the BOW is organized into columns for quarter, domain, most essential learning competencies, learning competencies, and number of days taught. It also provides examples of how to identify and use the information in the BOW to guide English lesson planning and implementation.
GAME-KA-NA-BA.pptx
The document provides instructions for a classroom game show involving students raising flags to select answers to questions. It explains that students will raise flags to select either the first or alternate answer. The first student to raise their flag picks the first answer, while the later student picks a different answer. Correct answers earn a chance to spin a prize wheel. The document then provides sample questions in various subjects like English, Filipino, math, social studies and science for students to answer.
Rubric for song
The document provides criteria for evaluating an anti-bullying song project on lyrics and content, advice provided, research included, and creativity. It will assess whether the lyrics strongly reflect an anti-bullying theme, include well-thought out advice to victims and bullies, include at least 5 accurately cited facts, and show excellent effort and creativity. Comments may also be provided on the project.
K to 12 Science Curriculum Guide
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum is inquiry-based and focuses on understanding concepts, scientific processes and skills, and attitudes. Content and skills in life sciences, physics, chemistry and earth sciences are presented with increasing complexity at each grade level.
Q2-Lesson 2-Genres of Viewing Materials.pptx
This document provides instruction on identifying genres of viewing materials. It begins by stating the lesson objectives which are to organize information from viewed materials, determine their purpose and intended audience, and identify their features.
Several genres of viewing materials are then defined, including news flashes, weather reports, internet-based programs, movie trailers, and documentaries. Examples are provided for each.
An assessment activity is included where students must match genres to their defining features and identify genres based on descriptions. The document concludes with an assignment for students to view a material, analyze it based on provided criteria, and present their findings to the class.
Table of specification
This document outlines a table of specification for a test on adjectives for first year college students. It includes six levels of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, it lists the specific objective, item numbers that correspond to test questions, the number of items, and the percentage of the total test represented by that section. In total, the test will have 90 items covering all levels of understanding adjectives.
Pp multigrade
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Quarter 1 summative test -english-7
This document appears to be a summative test from Paralaya High School in the Philippines. It contains questions in English for a 7th grade class, covering topics like language, idioms, mythology, and changing direct speech to reported speech. The test has three parts - remembering, understanding, and writing. It provides context for the questions, such as graphs or passages, and asks students to choose the best answer or complete sentences.
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Technical Assistance to Schools
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Phil-IRI-Full-Package- (1).docx
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) manual, including:
1. The Phil-IRI is an informal reading inventory designed to determine students' reading levels in oral reading, silent reading, and listening comprehension.
2. It was developed to help teachers identify students' reading abilities and needs to better design instruction.
3. The selections and levels were adjusted based on the new K-12 curriculum introduced in the Philippines.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptx
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
Grade 3 PE Teachers Guide
This lesson plan aims to teach primary school students proper walking techniques and flexibility exercises through fun activities set to music. The plan outlines warm-up exercises, preparatory activities like singing songs with motions, and developmental activities such as walking in formations to music. Students are assessed on their ability to perform exercises correctly and their enjoyment of the activities. The goal is to help students improve coordination and flexibility while having an enjoyable physical education class.
The Fuller Technique.pptx
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
New K12 assessment in the k to 12 basic education program
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
3rd periodical ENglish 9 Test
This document appears to be a periodic test in English for students at Casate Elementary School. It contains 10 sections assessing students' abilities in areas like pronouns, verb forms, word choices, comparisons, prepositions, identifying literary devices, and determining character traits. The test covers grammar, vocabulary, reading comprehension, and analysis skills through multiple choice and short answer questions about sample sentences and passages.
Constructing Test Questions and the Table of Specifications (TOS)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Sample Learning Programs
A sample of learning programs delivered both in-class and by virtual webnet and teleconference tools.
Determining and formulating goals (1)
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
Formulation of educational objectives.pptx
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
More Related Content
What's hot
GAME-KA-NA-BA.pptx
The document provides instructions for a classroom game show involving students raising flags to select answers to questions. It explains that students will raise flags to select either the first or alternate answer. The first student to raise their flag picks the first answer, while the later student picks a different answer. Correct answers earn a chance to spin a prize wheel. The document then provides sample questions in various subjects like English, Filipino, math, social studies and science for students to answer.
Rubric for song
The document provides criteria for evaluating an anti-bullying song project on lyrics and content, advice provided, research included, and creativity. It will assess whether the lyrics strongly reflect an anti-bullying theme, include well-thought out advice to victims and bullies, include at least 5 accurately cited facts, and show excellent effort and creativity. Comments may also be provided on the project.
K to 12 Science Curriculum Guide
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the workforce or further education. The curriculum is inquiry-based and focuses on understanding concepts, scientific processes and skills, and attitudes. Content and skills in life sciences, physics, chemistry and earth sciences are presented with increasing complexity at each grade level.
Q2-Lesson 2-Genres of Viewing Materials.pptx
This document provides instruction on identifying genres of viewing materials. It begins by stating the lesson objectives which are to organize information from viewed materials, determine their purpose and intended audience, and identify their features.
Several genres of viewing materials are then defined, including news flashes, weather reports, internet-based programs, movie trailers, and documentaries. Examples are provided for each.
An assessment activity is included where students must match genres to their defining features and identify genres based on descriptions. The document concludes with an assignment for students to view a material, analyze it based on provided criteria, and present their findings to the class.
Table of specification
This document outlines a table of specification for a test on adjectives for first year college students. It includes six levels of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For each level, it lists the specific objective, item numbers that correspond to test questions, the number of items, and the percentage of the total test represented by that section. In total, the test will have 90 items covering all levels of understanding adjectives.
Pp multigrade
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
Quarter 1 summative test -english-7
This document appears to be a summative test from Paralaya High School in the Philippines. It contains questions in English for a 7th grade class, covering topics like language, idioms, mythology, and changing direct speech to reported speech. The test has three parts - remembering, understanding, and writing. It provides context for the questions, such as graphs or passages, and asks students to choose the best answer or complete sentences.
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Technical Assistance to Schools
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Phil-IRI-Full-Package- (1).docx
The document provides information about the Philippine Informal Reading Inventory (Phil-IRI) manual, including:
1. The Phil-IRI is an informal reading inventory designed to determine students' reading levels in oral reading, silent reading, and listening comprehension.
2. It was developed to help teachers identify students' reading abilities and needs to better design instruction.
3. The selections and levels were adjusted based on the new K-12 curriculum introduced in the Philippines.
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptx
The document is a 20-page memorandum from the Department of Education (DepEd) that provides guidelines for implementing a Results-Based Performance Management System (RPMS) for teachers in the Philippines anchored on the Philippine Professional Standards for Teachers (PPST) over the next three school years from 2022 to 2025. It details the procedures and tools for assessing teacher performance based on the PPST, which has 37 indicators across five key result areas. The RPMS tools will be used to evaluate teachers annually and guide their professional development and career progression.
Grade 3 PE Teachers Guide
This lesson plan aims to teach primary school students proper walking techniques and flexibility exercises through fun activities set to music. The plan outlines warm-up exercises, preparatory activities like singing songs with motions, and developmental activities such as walking in formations to music. Students are assessed on their ability to perform exercises correctly and their enjoyment of the activities. The goal is to help students improve coordination and flexibility while having an enjoyable physical education class.
The Fuller Technique.pptx
The document outlines the Fuller Technique for teaching word recognition to struggling readers. It involves teaching consonant and vowel sounds in isolation before combining them into words. Words are grouped into families based on rhyming endings (e.g. cat, fat, hat) and taught sequentially from short vowel words to long vowel words to blends and digraphs. The technique provides structured lessons and assessments to ensure mastery before moving to new sounds. Teachers are guided to present the word families in a systematic, multisensory manner to help students recognize word patterns.
New K12 assessment in the k to 12 basic education program
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
3rd periodical ENglish 9 Test
This document appears to be a periodic test in English for students at Casate Elementary School. It contains 10 sections assessing students' abilities in areas like pronouns, verb forms, word choices, comparisons, prepositions, identifying literary devices, and determining character traits. The test covers grammar, vocabulary, reading comprehension, and analysis skills through multiple choice and short answer questions about sample sentences and passages.
Constructing Test Questions and the Table of Specifications (TOS)
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Sample Learning Programs
A sample of learning programs delivered both in-class and by virtual webnet and teleconference tools.
What's hot (20)
Banghay aralin sa filipino( 9 lessons)ikatlong markahan
Banghay aralin sa filipino( 9 lessons)ikatlong markahan
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptx
RPMS Tool for Proficient Teachers SY 2022-2023 2.pptx
New K12 assessment in the k to 12 basic education program
New K12 assessment in the k to 12 basic education program
Constructing Test Questions and the Table of Specifications (TOS)
Constructing Test Questions and the Table of Specifications (TOS)
Similar to Behavioral Verbs for Effective Learning Objectives 2012.pdf
Determining and formulating goals (1)
The document discusses principles for writing effective lesson objectives, including:
1. Objectives should be specific, measurable, attainable, relevant and time-bound (SMART).
2. Objectives should target the three learning domains: cognitive (knowledge), affective (attitudes/values), and psychomotor (skills).
3. Examples are provided of verbs to use for different levels of learning within each domain to ensure objectives accurately reflect the intended learning.
Formulation of educational objectives.pptx
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
01 a domains of learning
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
profed9-midterm.pptx
The document discusses learning targets and their appropriate alignment with alternative assessment methods, noting that skills, products, and affective targets are best suited for performance-based, product-based, and self-report assessments respectively. It provides examples of learning targets across subjects and a matrix matching target types to alternative assessment strategies to help teachers design effective assessment plans.
Learning domains or bloom taxonomy
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
C:\fakepath\bloom's taxonomy
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and feelings. The psychomotor domain involves physical skills. Verbs are provided as examples to write learning objectives for each level within the domains.
Course objectives
cThis material is prepared to assist instructors in designing course outline specially writing proper learing outomes.
Course objectives
The document discusses learning objectives and how to write them effectively. It defines learning objectives as statements of what the learner will know, understand, or be able to do after engaging in learning. Well-written objectives are essential to developing strong training materials. Objectives should be specific, measurable, action-oriented, reasonable, and time-bound (SMART). They should include an action verb describing the expected behavior, any conditions, and the desired degree or level of achievement. Developing clear learning objectives is important for guiding learners, trainers, and stakeholders.
Bloom's taxonomy ppp2011
The document discusses Bloom's Taxonomy, which classifies learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and ranges from basic recall to evaluation. The affective domain involves attitudes, values, and emotions. The psychomotor domain involves physical skills. Verbs are provided as examples for writing learning objectives within each domain and level.
Course objectives
The document discusses learning objectives and how to write them effectively. It defines learning objectives as statements of what the learner will know, understand, or be able to do after engaging in learning. Well-written objectives are essential to developing strong training materials. Objectives should be specific, measurable, action-oriented, reasonable, and time-bound (SMART). They should include an action verb describing the expected behavior, any conditions for performing the task, and the desired degree or level of achievement. The document provides examples of action verbs for writing objectives in the cognitive, affective, and psychomotor domains.
domains_of_learning.pdf
1. The document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills development and includes six categories ranging from simple recall to evaluation.
2. The affective domain deals with feelings, values, and attitudes and includes five categories from awareness to characterizing.
3. The psychomotor domain covers physical skills and movements and has seven categories from perception to high-level adaptation and origination of new movement patterns.
Delivering Reviews - ICA
This document provides guidance on conducting effective performance reviews through a coaching approach. It discusses that coaching can help improve employee performance, motivation, and retention. An effective coach is patient, firm, approachable and empowering. The document recommends establishing clear expectations, documenting performance issues, considering circumstances impacting performance, and providing ongoing feedback to improve performance over time. It also promotes self-reflection for the manager on their own leadership and how they may have contributed to issues. Overall, the document advocates for a coaching mindset during reviews to facilitate learning and development rather than criticism.
Building A Professional Image
This document outlines the key elements of developing emotional intelligence and effective communication skills. It discusses how emotional intelligence factors into life and career success more than raw intellectual skills alone. It also emphasizes the importance of skills like self-awareness, self-regulation, empathy and social awareness. The document then provides guidance on improving communication, listening skills, giving and receiving feedback, and working effectively in teams. It stresses managing reactions to change and influencing change processes positively.
Intended Learning Outcome for improving the Quality of higher Education
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
Measurable Behavioral Learning Objectives Cle.docx
Measurable Behavioral Learning Objectives
Clear and measurable behavioral learning objectives are the foundation for planning an
educational activity. Here are some guidelines to assist with this process. Learning objectives
use an active verb to specify the behavior change you expect to be able to measure as a
result of the learning. A learning objective is measurable when the participant can perform a
task (list) identified in the learning objective.
An example of a clear and measurable learning objective is:
The participant will: "List two nonsteroidal anti-inflammatory agents used in the
treatment of rheumatoid arthritis".
An example of an unmeasurable objective is:
The participant will: "Increase his/her knowledge of anti-inflammatory agents
used in the treatment of arthritis."
"Increase knowledge" can not be directly demonstrated, therefore it is not a measurable
objective. The words “know” and “understand” are not measurable verbs.
When planning how to achieve the purpose of the class, ask yourself:
1. What do I want the participants to accomplish/learn?
2. How will the participants demonstrate that the desired information has been learned?
3. What verb (see samples listed below) will I use in the objective to indicate what the
participant will do to demonstrate information learned?
Use of an Action Verb
The verb should correspond with what opportunities are given for the participants to
demonstrate the newly learned information. For example, if your objective contains the verb
discuss, then there must be opportunities for the participant to discuss (one of your teaching
methods must include "discussion"). Following is a list of the six levels of cognitive learning
with some of their accompanying verbs which are used when writing learning objectives.
KNOWLEDGE COMPREHENSION APPLICATION
(to recall facts) (to understand) (to apply concepts/demonstrate skills)
Identify
List
Define
Label
Match
Name
Describe
Locate
Discuss
Give examples
Explain
Paraphrase
Perform
Demonstrate
Use
Practice
Construct
Operate
Guidelines for Writing Learning Objectives
ANALYSIS SYNTHESIS EVALUATION
(use information/make connections) (formulation) (judgment)
Diagram
Examine
Analyze
Compare/contrast
Differentiate
Formulate
Categorize
Design, plan
Organize
Prepare
Rate
Evaluate
Appraise
Revise
Interpret
Use of an Action Verb for Affective/Attitude Categories
Here are affective or attitude categories with some verbs and examples:
Receiving Phenomena:
Awareness, willingness to hear, selected attention. Listen to others with respect. Listen
for and remember the name of newly introduced people.
Responding to Phenomena:
Active participation on the part of the learners. Attends and reacts to a particular
phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals.
Valuing:
The worth or va ...
Steps of curriculum development
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
Taxonomy of objectives
This document outlines three domains of learning: cognitive, affective, and psychomotor. The cognitive domain, proposed by Benjamin Bloom, contains six levels of objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain, proposed by David Krathwohl, also has five levels: receiving, responding, valuing, organization, and characterization. The psychomotor domain contains various levels of physical or motor skill objectives, proposed by different theorists like Anita Harrow and RH Dave.
Lesson-4__AFFECTIVE-ASSESSMENt uiajhJXKB
This document provides information about assessing students' affective outcomes of learning. It begins by outlining the desired learning outcomes, which is to develop an assessment tool to measure affective domains. It then defines the affective domain as including constructs like attitudes, values, beliefs, and motivation.
The document explains that affective assessment is important as it provides insights into student behavior and needs beyond cognitive performance. It also notes some benefits and challenges, such as affective traits being more difficult to measure objectively than cognitive skills. Various affective traits are then defined, and different methods for assessing affect are outlined, including self-report questionnaires, observation, and interviews. Steps for constructing rating scales are also provided.
Domains of Learning.drjma
The document discusses three domains of learning: cognitive, affective, and psychomotor.
1. The cognitive domain involves mental skills and knowledge. It has six categories relating to remembering, understanding, applying, analyzing, evaluating, and creating information.
2. The affective domain involves growth in feelings and attitudes. It has five categories progressing from awareness to internalizing values and character development.
3. The psychomotor domain involves physical skills and movements. It has seven categories relating to perception, readiness, early skill development, intermediate proficiency, and expert performance of motor activities.
Bloom's taxonomy of learning domains
The document summarizes Benjamin Bloom's Taxonomy of Learning Domains, which identifies three main domains of educational activities: Cognitive (mental skills/knowledge), Affective (growth in feelings/attitudes), and Psychomotor (manual/physical skills). It provides details on the hierarchical subdivisions within each domain, ranging from basic/simple behaviors and skills to more complex ones. The cognitive domain includes categories like knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving phenomena, responding, valuing, organization, and internalizing values. The psychomotor domain includes categories like perception, set, guided response, mechanism, complex overt response, adaptation, and origination.
Similar to Behavioral Verbs for Effective Learning Objectives 2012.pdf (20)
Intended Learning Outcome for improving the Quality of higher Education
Intended Learning Outcome for improving the Quality of higher Education
Measurable Behavioral Learning Objectives Cle.docx
Measurable Behavioral Learning Objectives Cle.docx
Recently uploaded
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdAdvanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Behavioral Verbs for Effective Learning Objectives 2012.pdf
- 1. Behavioral Verbs for Effective Learning Objectives in the Cognitive, Affective, and Psychomotor Domains Objectives are precise, measurable results that the learner is expected to accomplish Cognitive verbs Knowledge Comprehension Application Analysis Synthesis Evaluation define discuss compute distinguish diagnose evaluation list describe illustrate analyze propose compare recall explain operate differentiate design assess name identify perform compare manage justify recognize translate interpret contrast hypothesize judge state restate apply categorize summarize appraise repeat express use appraise plan rate record convert practice classify formulate choose label estimate predict outline arrange decide organize Affective verbs Receiving Responding Valuing Organization Value Complex sit erect answer join adhere act reply greet share integrate practice accept read complete organize discriminate show report follow influence Psychomotor verbs Perception Set Response Mechanism Complex Guided Adaptation Origination identify react display display display adapt create detect respond manipulate manipulate manipulate revise compose differentiate start work work work change arrange perform write operate Words to AVOID know learn really know understand approach appreciate think critically expand horizons grasp the significance of expand understanding Examples After attending this activity, the participant will demonstrate the ability to: • Recognize four common causes of shoulder pain • Compare and contrast several management strategies for patients with chronic shoulder pain • Describe the current clinical practice for the treatment of metastatic brain tumors in adults • Evaluate the process of translating laboratory research into clinical trials for patients with malignant gliomas • Outline current advances in molecular biology, immune therapy, stem cell therapeutics, and drug delivery systems for brain tumors • Identify challenges caregivers face in caring for patients with brain tumors • Recognize quality of life issues for patients with brain tumors and the effectiveness of measurement tools. Word Bank accept act adapt adhere analyze answer apply appraise arrange assess categorize change choose classify compare complete compute contrast convert create decide define describe design detect diagnose differentiate discriminate discuss display distinguish estimate evaluation explain express follow formulate greet hypothesize identify illustrate influence integrate interpret join judge justify label list manage manipulate name operate organize outline perform plan practice predict propose rate react read recall recognize record repeat reply report respond restate revise share show start state summarize translate use work write