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This document discusses instructional objectives and communicating objectives to students. It covers three types of objectives: cognitive, affective, and psychomotor. Cognitive objectives aim to increase knowledge, affective objectives target attitude change, and psychomotor objectives build physical skills. The document emphasizes that objectives should be learner-centered, outcomes-driven, objective, and specify measurable behaviors. Objectives help teachers choose content and activities and make evaluation easier. They also guide students by clarifying learning goals and allowing self-assessment. Well-written objectives clearly state who will perform what behavior under what conditions to demonstrate mastery.
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Ead303 4-t2-17-18
This document discusses communication in the classroom and meeting students' needs. It outlines several models of student needs, including basic academic needs, interpersonal needs, and Maslow's hierarchy of needs. Meeting students' needs for control, inclusion, and affection improves teacher-student communication and increases student affect for the teacher. When teachers communicate to fulfill student needs, student learning and classroom behavior improve as students can focus on education rather than having unmet needs.
Ead303 5-t2-17-18
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Consider the pros and cons of direct instruction
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Propose and defend a balanced approach to teaching.
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Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
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Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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The document discusses various determinants of learning including the nurse educator's role, assessing learning needs, readiness to learn, and learning styles. It provides details on:
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Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Role of psychology in content selection
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3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
CU.-7-Developing-Teaching-Plan-v3.1.pdf
The document outlines a teaching plan for developing behavioral objectives for students. It discusses expected cognitive, affective, and psychomotor outcomes for students, including demonstrating the ability to write objectives and explain appropriate instructional methods. It also defines key terms like goals, objectives, and Bloom's Taxonomy. The document provides guidance on formulating clear and measurable objectives, including the importance of objectives and common mistakes to avoid. It describes the components of an effective teaching plan, including purpose, goals, content, methods, resources, and evaluation.
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OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
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This 3 sentence summary provides the key information from the document:
The document discusses social relations and how they are examined through analyzing funeral rituals in rural Cambodian communities. It explains how analyzing rituals related to death, such as the practices and procedures for funerals, can reveal important insights into the social relationships and hierarchies within a community. The purpose of the document appears to be using the study of funeral rituals to better understand social structures and relations in rural Cambodian villages.
Chol mlub ceremony
The document summarizes the Khmer tradition of Pithi Chol Mlub, a rite of passage ceremony for Khmer girls entering womanhood. The ceremony involves secluding the girl in the home for 3-6 months to teach her morality, virtues of womanhood, and domestic skills. During this time she follows strict rules and wears traditional clothing. At the end of the ceremony, the girl's family celebrates her completion with a multi-day festival inviting the community. While still practiced in some rural areas, the ceremony has declined with modern education being equally available to both genders.
Khmer culture, civilization (9)
This document provides descriptions of several classical and folk Khmer dances. It discusses the Flower Tossing Dance, which is performed at ceremonies to offer blessings and wishes. It also describes the Apsara dance which originated from legends and was inspired by Queen Sisowath. Another dance portrayed is the Moni Mekala dance, which depicts a story of the Goddess of Rain defeating a giant. Additional dances summarized are the Flower of the World children's dance, the Rice Pounding folk dance of peasants celebrating after harvest, and the Coconut Dance of the Svay Rieng province representing wealth and health.
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Khmer people have traditionally used various methods of predicting rainfall based on observations of the natural environment. Some methods include examining cloud formations at sunrise to predict rainfall later in the day, observing animal behaviors like ants gathering food or frogs croaking, and monitoring plant phenomena such as lotus strings flying or trees flowering. Predictions are also made by examining lunar calendars or observing full moon ceremonies. Many of these methods are based on centuries of agricultural knowledge and experience with seasonal weather patterns.
Khmer culture, civilization (12)
This document discusses the Khmer cultural code of conduct for women known as Chbab Srey, as written by King Ang Duong. It outlines eight characteristics of good women, including being well-disciplined, maintaining the household, and being loyal to one's husband. There are also descriptions of four types of wives and five characteristics of bad women. Bad wives are compared to enemies, thieves, or bosses over their husbands. The duties of husbands to their wives are also mentioned. The document also briefly discusses the powers and woes of women according to Buddhism.
Khmer culture, civilization (part 5)
This document discusses traditional Khmer sports, including Khmer kick boxing, Bokkator martial arts, wrestling, rope tugging, and football. It provides details on the history and techniques of each sport, noting that forms of boxing and martial arts have been practiced in Cambodia since ancient times, as evidenced by bas reliefs at Angkor Wat. Khmer kick boxing and wrestling matches typically involve besting an opponent by knockout or judge's decision over multiple rounds. Rope tugging is a popular sport played during Khmer New Year celebrations involving teams of men or women pulling on a rope until one side wins.
Khmer culture, civilization (part 7)
Cambodia has a population of around 15 million people who predominantly practice Theravada Buddhism. Khmer culture has been highly influenced by India and China and was at its golden age between the 9th and 14th centuries during the Angkor period. People greet each other with the sampeah gesture and consider it disrespectful to touch someone's head or point feet at them. Traditional Khmer clothing includes the krama scarf and sampot skirt. Marriage is usually arranged between families, and both husbands and wives share domestic responsibilities. Khmer cuisine, dance, and arts reflect the cultural influences of Southeast Asia.
Khmer culture, civilization (part 8)
Khmer classical dance originated from the royal courts of Cambodia and features elaborately costumed dancers performing to Pinpeat music. It was traditionally performed for royalty and religious ceremonies but is now a celebrated part of Cambodian culture, often performed at public events and for tourists. Two popular classical dances are the Robam Chuon Por ("Wishing Dance") and Robam Tep Apsara ("Apsara Dance"), which features dancers portraying the celestial beings known as Apsaras. Khmer classical dance traces its origins back to ancient Cambodia and has been influenced by Indian culture, with movements and costumes still reflecting carvings found at Angkor Wat.
Khmer culture, civilization (part 10)
The document discusses the history and evolution of the Khmer language and literature. It covers three main points:
1) The Khmer language has existed since before the 1st century AD and was influenced by Sanskrit and Pali through religion and culture from India. It evolved over three stages from ancient to middle age to present-day forms.
2) During French rule, the Khmer language lost prominence while French was imposed, but Buddhist monasteries helped preserve Khmer culture and literature. A Buddhist institute later translated religious texts to help maintain the language.
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This document defines culture and civilization and discusses the classic Khmer civilization from the 9th to 15th centuries. It provides definitions of culture as the shared knowledge, beliefs, and traditions of a group that are learned and passed down over generations. Civilization is defined as the advancement of human society through the development of knowledge, rules of conduct, religion, morality, and justice. The classic Khmer civilization developed an advanced culture through influences on knowledge, language, art, customs, and social organization. The document poses questions about maintaining Khmer culture and integrating diversity.
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Khmer culture, civilization (part4)
This document summarizes several Khmer traditions:
1. Housewarming ceremonies involve both secular and religious rites to bless a new home and bring good fortune to the owners. Rituals include walking the property, inviting spirits inside, and making offerings.
2. Apologizing prayers are conducted when someone falls ill to determine if ancestors' spirits are displeased by conflicts, premarital sex, or adultery. All family members gather with offerings to beg forgiveness if the wrongdoer is identified.
3. Traditions aim to uphold moral codes for women, maintain family honor, and promote Khmer cultural values.
Khmer culture, civilization (part6)
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Khmer Culture: Khmer traditional wedding
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Ead303 2
- 1. The University of Cambodia ead303: communication in the classroom Lectured by: Mut Somoeun (M.Ed)
- 3. Purposes of Instruction? • The purpose of instruction is to help people learn. The goal of instructional designers is to make learning easier, quicker, and more enjoyable. • It is to reach the development of the learning outcomes/ learners’ objectives.
- 4. Types of Instructional Objectives There are three types of instructional objectives: • Cognitive Objectives • Affective Objectives • Psychomotor Objectives
- 5. Cognitive Objectives • Cognitive objectives are designed to increase an individual's knowledge relating to understandings, awareness, insights. • This includes knowledge or information recall, comprehension or conceptual understanding, the ability to apply knowledge, to analyze a situation, to synthesize information, to evaluate a given situation, and to create something new.
- 6. Affective Objectives • Affective objectives are designed to change an individual's attitude. • They refer to positive attitudes and relationships (e.g., the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race.
- 7. Psychomotor Objectives • Psychomotor objectives are designed to build a physical skill. –Ex. The student will be able to ride a two- wheel bicycle without assistance and without pause as demonstrated in gym class.
- 8. Communicating With Instructional Objectives • It is vital that teachers be able to communicate their instructional goals to their students. • Tyler (1949) suggests there are four fundamental questions that must be answered in developing any curriculum or plan of instructional goal.
- 9. • 1. What outcomes should the school (course, a unit) seek to attain? • 2. What experiences can be provided that are likely to attain these outcomes? • 3. How can these experiences be effectively organized? • 4. How can we determine whether these outcomes are being attained? Communicating With Instructional Objectives
- 10. a. What it is intended that the teacher will do (an aim or a teacher-driven objective); b. What it is intended that the student will have learnt, or will be able to do, as a result of a learning experience, (an objective or learning outcome). Communicating With Instructional Objectives
- 11. • A learning objective is a statement that specifies in behavioral (measurable) terms what a learner will be able to do as a result of instruction. • It describes the intended outcome of your instruction rather than a description or summary of your content. Communicating With Instructional Objectives
- 12. • Learner-centred, not teacher-centred. • Outcomes-driven, not process-driven. • Objective measures, not subjective measures. • Specific behaviors, not vague behaviors. Communicating With Instructional Objectives
- 13. The Value of Objectives • Objectives have informative and communicative value for teachers, students, administrators, parents, and the community at large.
- 14. • Help the teacher to choose content, activities, and instructional materials with a coherent sense of purpose. • Make evaluation easier, directing the kinds of questions that should be on a test, the criteria against which an essay or project assignment should be assessed. • Provide direct feedback to the teacher regarding how well he or she is doing; rather than the feeling of being an entertainer or a warden. The Value of Objectives
- 15. • Help students understand the direction a unit or course of study is taking so they can direct their attention to important concepts and skills instead of trying to guess what the teacher wants of them. • Help students assess how they are doing throughout the unit rather than being surprised by their final grades. The Value of Objectives
- 16. What Objectives Should Communicate • Instructional objectives should, in their most complete form, communicate clearly and concisely what is to be learned and how it will be demonstrated.
- 17. 1. Who is to perform the desired act? 2. What behavior will serve as evidence that the instructional goal has been achieved? 3. What is the object of the action verb? 4. Under what conditions -- with what limitations and constraints will the behaviors be performed? 5. What standards will be applied to evaluate whether or not the student's performance is an acceptable indication of mastery? What Objectives Should Communicate
- 22. THANKS FOR YOUR ATTENTION. Q & A