Goals and Objectives 2.3
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This document discusses goals, objectives, and standards for assessing learners. It defines goals as broad statements of intention and objectives as more specific standards that learners must meet. Objectives should include the audience, behavior, conditions, and degree of mastery. There are different types of objectives like Mager's performance objectives specifying the action, condition, and criteria, and enabling versus terminal objectives with enabling objectives supporting a broader terminal objective. Quality objectives use verbs from Bloom's taxonomy ranging from lower level like describe to higher level like create.
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Goals and objectives
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Standards based assessment
The document discusses skills and knowledge needed by graduates according to employers. It notes that high school diplomas are currently inadequate in developing skills like communication, logical thinking, and problem solving. It also provides a table outlining different skill levels expected at elementary vs secondary school, and the degree to which these skills are attained currently. The document advocates for students to develop skills like adaptability, critical thinking, and teamwork to succeed in the 21st century. It discusses the K-12 curriculum and standards-based classroom instruction and assessment. It provides examples of curriculum guides and unpacking learning standards and competencies.
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The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
Sacred heart 2015 share
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
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This document provides an overview of content that will be covered on days one and two of an information literacy and curriculum development workshop. Day one will focus on defining information literacy, writing learning outcomes, models for integrating information literacy into courses, types of assessment, and relevant standards. Participants will also identify threshold concepts and develop learning outcomes for an art center curriculum. Day two will discuss strategies for being an effective teacher, lesson planning, significant learning experiences, student engagement, and a toolkit for course activities.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. Goals and Objectives: What do you want your learners to do? Amanda Vilardo
- 2. Goals and Objectives: How will you assess your learners? What are the methods you will use?
- 3. Goals Statements of intention More broad in meaning
- 4. Instructional objectives How will the lesson impact the learner? Are more specific than broad ranging goals Standards which the learner must meet during the course of instruction
- 5. ODE Standards in Chemistry “Science Inquiry and Application during the years of grades 9 through 12, all students must use the following scientific processes with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Identify questions and concepts that guide scientific investigations; • Design and conduct scientific investigations; • Use technology and mathematics to improve investigations and communications; • Formulate and revise explanations and models using logic and evidence (critical thinking); • Recognize and analyze explanations and models; and • Communicate and support a scientific argument”
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- 7. Types of learning objectives: #2 “ABCD’s” of Objectives Audience Behavior Conditions Degree Example: Student’s IEP “Student (audience) will manage homework (behavior) into smaller portions during second semester (conditions) and only turn in 20% (degree) of assignments late”
- 8. Types of learning objectives: #3 Enabling Objectives and Terminal Objectives Terminal- explains the outcome of the learner. A more broad description of what the learner is supposed to do and understand. Enabling – supporting descriptions of behavior that indicate the terminal objective has been learned.
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