The document discusses curriculum goals, learning objectives, and their importance in education. It defines goals as broad statements about what students should know or be able to do upon graduating. Objectives are more specific and measurable statements about the intended behavioral changes and skills students will exhibit after a learning experience. The document also outlines different types of objectives, such as general vs specific, and taxonomies for classifying objectives, including Bloom's Taxonomy for cognitive objectives, Krathwohl's Taxonomy for affective objectives, and Harrow's Taxonomy for psychomotor objectives. Goals are more general while objectives should be specific, measurable, attainable, relevant and time-bound to guide lesson planning and evaluation.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
(ED 211 Advance Educational Psychology ) KRISTELE JOY B. RARALIO Reporter DR....KristeleJoyRaralio1
Advance Educational Psychology- Instructional Strategies
Topics:
Importance of Learning Objectives
Characteristic of Learning Objectives
Bloom's Taxonomy
Direct Instruction
Learner Centered Instruction
Writing Learning Objectives
Lesson Plan
Importance of Lesson Plan
The Importance of Differentiated Instruction
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Curriculum Goals Educational outcomes or terminal objectives what you want your graduate to look like or be able to do when they graduate broad statements that relate back to the major concepts identified in the philosophy. statement embraces teacher and learner actions and the kinds of learning outcomes anticipated. goals imply preferences, values, judgements, priorities, emphases. Objectives indicate what is intended to be achieved based on the goals and are measurable. 3/16/2011 2 Adelaide Maria Ansah Ofei
3. Objective an intended behavioural change that a learner is expected to exhibit after undergoing a learning experience. An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction (course). Adelaide Maria Ansah Ofei 3/16/2011 3
4. Importance of objectives define the direction of educational development Determine the number of levels for the program Inform students of the standards and expectations of the course help select content and desirable learning experiences form one of the major bases for evaluation and provide the framework for clinical evaluation tool. Serve as an implicit contract between instructor and students, setting up a basis for accountability. Drive the curriculum planning Objectives must demonstrate progression 3/16/2011 4 Adelaide Maria Ansah Ofei
5. Types of objectives General objectives Broad aims of education that transmit or provide for the fullest development of the individual and an orientation to the main emphasis in educational programmes. Specific objectives Describe behaviours to be attained 3/16/2011 5 Adelaide Maria Ansah Ofei
6. Learning Objectives - Rules Specific Measurable Timed Short observable 3/16/2011 Adelaide Maria Ansah Ofei 6
7. Learning Objectives-Prerequisites Refined content Development of an instructional strategy Selection of mode of delivery Student assessment and evaluation Expected learning outcome 3/16/2011 Adelaide Maria Ansah Ofei 7
8. Learning Objectives-Analysis Before framing the objectives, you have to analyze; The student Knowledge level Understanding of the subject Level of competency The content Level of content Gap analysis 3/16/2011 Adelaide Maria Ansah Ofei 8
9. Learning Objectives-Components Learning objective has three major components: a description - able to do or know by the end of this course, you will be able to the conditions – under which the desired behaviour will be performed dress wound the criteria – evaluating performance dress wound using the aseptic technique 3/16/2011 9 Adelaide Maria Ansah Ofei
10. Developing learning objectives Has two parts: an action verb; a content area. Statements must be short and focused on a single outcome. Learning objectives should be SMART. Utilize learning objectives as a basis for course preparation. 3/16/2011 10 Adelaide Maria Ansah Ofei
11.
12. Taxonomy of Educational objectives an ordered classification system with hierarchical schemes for classifying learning objectives into various levels of complexity. Instructional objectives have been categorised into three: Cognitive domain Affective domain Psychomotor domain 3/16/2011 12 Adelaide Maria Ansah Ofei
13. Cognitive Domain (Bloom et al., 1956) . Least common Highest level Evaluation Synthesis Analysis Application Comprehension Knowledge Lowest level Most common 13 3/16/2011 Adelaide Maria Ansah Ofei
14. Describes our feeling, likes, and dislikes, our experiences, as well as the resulting behaviours (reactions) 3/16/2011 Adelaide Maria Ansah Ofei 14 The Affective Domain
15. The Affective Domain demonstrated by behaviours indicating: attitudes of awareness; Interest; Attention; Concern; Responsibility; Ability to listen and respond in interactions with others; and Ability to demonstrate those attitudinal characteristics of value which are appropriate to the test situation and the field of study. 3/16/2011 15 Adelaide Maria Ansah Ofei
16. levels taxonomy of objectives: David Krathwohl (1972) proposed a five level taxonomy of objectives: Receiving Responding Valuing Organising Characterizing by value 3/16/2011 Adelaide Maria Ansah Ofei 16
17. Receiving: Willingness to receive or to attend to a particular phenomena or stimuli. Receiving has been divided into three sub-categories: Awareness – being conscious of something Willingness to receive – being willing to tolerate a given stimulus Controlled or selected attention 3/16/2011 17 Adelaide Maria Ansah Ofei
18. Responding: Refers to active participation on the part of the student. The student is sufficiently motivated to be actively attentive. the student becomes committed to the lesson or subject. Learning outcomes involve obedience or compliance or willingness. 3/16/2011 18 Adelaide Maria Ansah Ofei
19. Valuing: student sees worth or value in the activity. The student is motivated not by the teacher to comply but by his underlying value guiding the behaviour. Learning outcomes are concerned with behaviour that is consistent to make the value clearly identifiable. 3/16/2011 19 Adelaide Maria Ansah Ofei
20. Organising: entails bringing together complex values or possible disparate values or resolving conflicts and beginning to build an internally consistent value system. The emphasis is on comparing, relating and synthesizing values. Example is recognising the need for balance between freedom and responsible behaviour. 3/16/2011 20 Adelaide Maria Ansah Ofei
21. Characterising: Implies a pervasive, consistent and predictable behaviour. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional) Example is how he/she cooperates in groups. 3/16/2011 21 Adelaide Maria Ansah Ofei
23. Psychomotor Domain focus on motor skills and perceptual processes. includes physical movements, coordination, and use of motor skills. According to Seel and Glasgow (1990), Harrow’s taxonomy of the psychomotor domain is organised according to degree of coordination including involuntary responses as well as learned capabilities. Simple reflexes are at the lowest level of the taxonomy while complex neuromuscular coordination makes up the highest levels. 3/16/2011 23 Adelaide Maria Ansah Ofei
24. Six main categories of Harrow’s taxonomy: Reflex movements: actions elicited without learning in response to some stimuli. Basic fundamental movement: inherent movement patterns that are formed from a combination of reflex movements and are the basis of complex skilled movements. 3/16/2011 24 Adelaide Maria Ansah Ofei
25. Six main categories of Harrow’s taxonomy: Perceptual abilities: interpretation of stimuli from various modalities providing information for an individual to make adjustment to his environment. Physical activities: this requires endurance, strength and vigour. 3/16/2011 25 Adelaide Maria Ansah Ofei
26. Six main categories of Harrow’s taxonomy: Skilled movements: refers to performing complex movement or task with a degree of efficiency based on inherent movement patterns. Non-discursive communication: refers to communication through bodily movement ranging from facial expression through sophisticated choreographies. 3/16/2011 26 Adelaide Maria Ansah Ofei
27. Course Goals Focuses on preparing yourself, your course, and your students for a constructive learning community. Goals are elaborate and detailed and specify long term achievement of the course. Single goal is provided normally for every course. 3/16/2011 Adelaide Maria Ansah Ofei 27
29. Goals vs Objectives Goals General statements of desired learning outcomes; can be found in syllabi. Objectives Are specific lessons targeted to specific groups of students Should be observable/assessable to guide lesson planning. 3/16/2011 Adelaide Maria Ansah Ofei 29
30. Thank You for your Attention 3/16/2011 Adelaide Maria Ansah Ofei 30
