MAPEH-CHMSC
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This procedural guide outlines the steps for planning instruction that incorporates media in the classroom. It focuses on planning the use of media and is intended for individual instructors. The first step is to analyze the learners to understand their characteristics and skills in order to select the best medium to meet the objectives. The next step is to state the objectives as specifically as possible, which may come from an assessment, syllabus, textbook, or be developed by the instructor.
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The Instructional Design Process
The document discusses instructional design models and processes. It describes the traditional ADDIE model which involves 5 phases: analysis, design, development, implementation, and evaluation. It also discusses other instructional design models and processes like Gagne's 9 instructional events, Instructional Systems Design (ISD), and the ASSURE model. A key theme is that instructional design is an iterative collaborative process that should be learner-centered and focus on usability.
Group 2 systematic approach to teaching
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Goals and objectives
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
training and development module 3
This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.
Identifying learning outcomes and objectives.pptx
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
ProfEd7reportf.pptx
The document discusses the concepts of constructive alignment and standards-based assessment in education. It is summarized as follows:
1. Constructive alignment is an approach where learning outcomes are defined before teaching, and teaching/assessment methods are designed to achieve those outcomes and assess student achievement of standards. Assessment criteria are referenced to the defined outcomes.
2. The focus is on what and how students learn rather than just the topics taught. Learning outcomes describe what students should be able to do, like apply procedures or compare theories.
3. The goal is to support student meaning and learning through a well-designed, coherent course where intentions and assessments are aligned based on standards of what students should learn and be able to demonstrate.
Deped-Order-No.-42-s.-2016.ppt
This document outlines the importance of lesson planning for teachers. It discusses the key elements that should be included in a lesson plan such as learning objectives, instructional strategies, and assessment. A lesson plan should follow the curriculum standards and guide learning through an introduction, body, and conclusion. Lesson planning is necessary to effectively facilitate learning in the classroom and ensure students are able to meet expected outcomes.
Designing and Conducting Formative Evaluation
This document outlines the process and purposes of formative evaluation for instructional materials and instructor-led instruction. Formative evaluation involves collecting feedback from target learners at various stages - including one-on-one evaluations, small group evaluations, field trials, and evaluations of selected or adapted materials - to identify problems and improve the effectiveness and efficiency of instruction before full implementation. The goals are to ensure materials are appropriate, clear, motivate learners, and can be implemented as intended. Feedback is gathered on content accuracy, type of learning, and relevance from subject matter experts, learning specialists, and those familiar with the target audience.
Designing and conducting formative evaluations
This document discusses formative evaluation, which is used to test instructional materials during the design process. It describes conducting one-on-one evaluations with learners to identify errors and get feedback. Next, small group evaluations are used to test revisions and see if learners can use the materials independently. Field trials then test the materials in the intended environment. Specialists in content, learning, and the target population provide reviews. Data is collected during field trials to evaluate clarity, impact, and feasibility. Formative evaluation helps ensure instructional materials meet their objectives before finalization.
Hierarchy-of-Educational-Objectives.pptx
Educational objectives provide a foundation for structured learning by guiding educators in creating effective learning experiences and aligning stakeholder efforts to develop well-rounded students. Understanding Bloom's taxonomy of educational objectives helps set cognitive goals, organize learning progression, and inform curriculum design and assessment. With clear, measurable objectives that are achievable and relevant, instructional design can align learning outcomes, styles, and assessments to enrich students' experiences.
Chapter 10 Designing and Conducting Formative Evaluations
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
Roxan Mae C. Ugrimina_Report_Group6.pptx
The document discusses developing instructional strategies and assessment instruments. It provides details on identifying instructional goals, developing instructional strategies which include content sequencing, learning components, student groupings, and media selection. It also discusses developing assessment instruments and making them useful by providing valid and reliable assessments, productive feedback, using backward design, and motivating students.
SB.pptx
This document discusses subject benchmarking in higher education. It defines subject benchmarking as a process that creates standards for measuring academic performance in a subject area. Subject benchmark statements describe the expected knowledge, skills, and abilities of graduates in a particular field. They provide guidance for curriculum development and program review to help ensure quality and standards. The document outlines the key components of subject benchmarking, including educational aims, learning outcomes, content specifications, teaching strategies, assessment methods, and performance criteria that can be used to benchmark programs.
Webinar-in-LP-Writing.pptx
This document provides information about lesson planning for future teachers. It discusses the basic concepts, legal bases, importance and guiding principles of lesson planning. It also outlines the key parts of a lesson plan, including objectives, subject matter, procedures and assessment. Specifically, it emphasizes the importance of writing objectives that are specific, measurable, attainable, results-oriented and time-bound. The document then gives examples of verbs that can be used to write objectives in the cognitive, psychomotor and affective domains. Finally, it provides guidance on writing the different sections of a lesson plan, such as the subject matter, preliminary activities, lesson proper and assessment.
Curri
The document discusses different models of curriculum, including:
1. The Tyler model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba model which outlines a 7-step grassroots approach involving teachers.
3. The Saylor and Alexander model which involves specifying goals/objectives, designing learning opportunities, implementation, and evaluation.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
Instructional Design process and Learner related sequence
The document discusses instructional design and the instructional design process. It begins by defining instructional design as the systematic process of translating principles of learning and instruction into instructional plans and materials based on past successful learning theories.
It then outlines the key steps in the instructional design process, which includes determining learning objectives and outcomes, assessing learners, deciding on content and teaching strategies, selecting appropriate delivery methods, and evaluating the effectiveness of the instructional program.
Finally, it discusses important aspects of planning instruction such as deciding what to teach, how to teach, and communicating expectations to learners. It also covers managing instruction, delivering instruction, and evaluating instruction.
Developing an instructional strategy 1
This presentation discusses instructional strategy, which includes selecting an appropriate delivery system and sequencing content. The presenter will describe considerations for instructional delivery systems, sequencing content into lesson clusters, and the five components of instructional strategies: pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities. Student groupings and media selection will also be addressed. The goal is to plan learning components that are suitable for learners and select a delivery system to effectively engage them.
Curriclum types
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
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MAPEH-CHMSC
- 2. A procedural guide for planning and delivering instruction that incorporates media, assume that training or instruction really is required.
- 3. This model focuses on planning surrounding the actual classroom use of media, and meant for use by the individual instructor for planning classroom of media.
- 5. The first step in planning is to identify the learners. You must know your student to select the best medium to meet the objectives. The audience can be analyzed in term of general characteristics and specific entry competencies.
- 6. The next step is to state the objectives as specifically as possible. The objectives may derived from a nee of assessment or a course syllabus, stated in a textbook, from a curriculum guide or developed by the instructor.
- 7. THE ABCD’s of Well-stated Objectives