Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
Curriculum 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.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
Curriculum 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.
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. DEFINITION
• Educational objectives are the statements of
those changes in behaviour which are desired
as a result of specific learner & teacher activity.
• They define not only the behaviour sought in
the learner but also the areas of human
experience through which this behaviour is to
be developed.
3. DIFFERENCE BETWEEN GOALS &
OBJECTIVES
GOALS
1. Are broad, brief statements of
purpose which provides focus
or vision for program
planning.
2. They are expressed in non
specific, non-measurable
verbs as- learn, understand,
feel, know & usually cannot be
attained.
3. Global.
4. Broad.
5. Long-term.
6. Multi-dimentional.
OBJECTIVES
1. Are more realistic,
describe targets for the
program.
2. They are expressed in an
active measurable tense &
use strong verbs like plan,
write, conduct, produce,
they can be attained.
3. Specific
4. Singular.
5. Short-term.
6. Uni-dimentional
4. Importance of writing objectives
• Criteria for selecting content of the programme.
• Selecting teaching strategies & a basis for evaluation.
• While writing learning objectives-
• The focus is on students performance and not on
teachers performance.
• The focus is on the product and not the process.
• The focus is on the terminal behaviour & not the subject
matter.
• State only one general learning outcomes in each
objectives.
6. Behaviour/ performance-
An objective must state the competency to be learned
in performance terms.
This is the core of the course objectives.
It describe what the learner will be able to perform at
the end of instruction & be acceptable to the instructor
as a proof that learning has occurred.
Eg- after completion of maternal child health course,
the student will be able to-
oAssist with the conduction of normal vaginal delivery.
oAssess & classify the sick new-born.
oAdminister the preferred family planning method.
7. Criterion-
• A criterion is a description of how well the performance
must be demonstrated or the performance standard.
• Eg-according to the standards presented in the course
materials.
• According to the clinical protocol or checklist.
Condition-
• an objective should state the conditions under which
the learner will be expected to perform in the
evaluation situation.
8. The four-part method of objective writing
Condition
(teaching
situation)
Who (the
audience)
Performance
(learner
behaviour)
Criterion
(quality/quantity
of mastery)
1. Without using
a calculator
2. Using model
3. Following
group
discussion
1. The student
2. The staff
nurse
3. The patient
1. Will solve
2. Will
demonstrate
3. Will list
1. 5 out of 6 maths
problem
2. The correct
procedure for
changing sterile
dressing
3. At least two
reason for losing
weight
9. Classification of objectives
Central
objective
s
• It is supreme importance in any unit of teaching or learning.
• It gives clarity, design, meaning & unity to the learning activities.
• Eg-to provide preventive & curative nursing care to the individuals
& community ,in health & in sickness.
Intermedi
ate
objective
s
• Here the professional functions are broken down into components
(activities) which collectively denote the nature of the functions.
• Eg- planning & carrying out of blood grouping sessions for a
group of adult in the community.
Specific
objective
s
• These are accurate professional tasks whose outcomes are
observable & measurable against given criteria.
• It describe the performance demonstrated by the learner at the
end of each course or units.
• Eg-using syringe to take blood sample(3ml)from the ante-cubital
vein of an adult (criteria- absence of haematoma, amount of blood
taken within 10% of the amount required, not more than two
attempts)
10. Taxonomy of educational objectives
• A systematic organization of objectives into 3 domains to
help the teachers in precise formulation & evaluates the
results of a system of education, it helps the students to
prepare for educations to obtain the desired end result.
• Educational objectives are classified into 3 domains
1. Cognitive domain (head).
2. Affective domain (heart).
3. Psychomotor domain (hand).
11. Cognitive domain
• Cognitive domains concerned with knowledge,
understanding & intellectual skills such as a
problem solving.
• Eg- following a discussion related to nurse-
patient interaction the registered nurse will
identify in writing four phases of nurse patient
relationship.
12. Cognitive process dimension
remember understand apply analyze evaluate create
Recognizin
g
• Identifyin
g
• Recalling
• retrieving
Interpreting
• Clarifying
• Paraphrasin
g
• Translating
• Illustrating
• classifying
• Categorizing
• summarizing
• Abstracting
• Generalizing
• Concluding
• Predicting
• Comparing
• Contrasting
• Mapping
• Matching
• Explaining
• constructing
Executing
• Carryin
g out
• Implem
enting
• using
Differentiatin
g
• Discrimina
ting
• Focusing
• Selecting
• Organizin
g
• Finding
• Integrating
• Outlining
• Parsing
• Structurin
g
• deconstru
cting
Checking
• Coordina
ting
• Detecting
• Monitorin
g
• Testing
• Critiquing
• Judging
Generating
• Hypothesi
zing
• Planning
• Designing
• Producing
• Constructi
ng
13. Affective domain
• These objectives concerned with feelings &
emotions such as attitudes, values,
appreciations & interests.
• Eg- given the opportunity for attending a
leadership development workshop- the
registered nurse demonstrates interest by
participating in discussion & completing written
assignments.
14. Levels of affective domain
CHARACTERIZATION
ORGANIZATION
VALUE
RESPOND
RECEIVE
15. Contd…
• Receiving- is willing to notice a particular phenomenon.
• Responding-makes response, at first with compliance,
latter willingly & with satisfaction.
• Valuing-accepts worth of a thing.
• Organization- organizes values, determines
interrelationships, adapts behaviour to value system.
• Characterization- generalizes certain values into
controlling tendencies, emphasis on internal consistency,
later integrates these into a total philosophy of life or
world view.
16. Psychomotor domain
• These objectives concerned with manipulative
skills & coordinated.
• Eg- after observing a demonstration of an
intramuscular injection, the licensed practical
nurse will repeat the demonstration in
accordance with established procedure.
17. Levels of psychomotor domains
NATURALIZATION
ARTICULATION
PRECISION
MANIPULATION
LIMITATION
18. Forms of statement of objectives
1. Teacher- centered objectives-objectives may be
stated in the form of activities which the teacher is to
do.
2. Subject- centered objectives-objectives may be
stated in the form of topics, concepts, generalization or
other elements of contents to be taught.
3. Behaviour-centered objectives-objectives may be
stated in the form of the desired behaviour changes.
4. Learning-centered objectives-objectives may be
stated in relation to the learner either in terms of what
the learner to do or in terms of the desired outcomes of
the learner.
19. Criteria for selection & statement of
objectives
• The objectives should be stated in terms of the desired changes
in behaviour & the area of content
• The objective should be attainable & practical in the specific
situation.
• The objective should serve as a motivating force for both
student & teacher.
• The objective should be understood & accepted by the teacher
& the student.
• The objective should be so worded that each statement contains
only one objectives in order to prevent confusion & to facilitate
ready identification of objectives.
• Evaluation devices should be planned & developed & used to
determine if objectives have been attained
21. SMART OBJECTIVES
• Specific- states exactly what one need to
accomplish.
• Measurable-indicates a quality or quantity of
measure.
• Attainable-objectives stated must be
achievable within a given time.
• Realistic- can be challenging but must be
achievable.
• Time bound- with a clear end date or time
period