objective specifications new.pptx
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Objectives and specifications are used to define the desired learning outcomes for students. Objectives are specific, measurable behaviors that indicate the knowledge, skills, or attitudes to be gained by students. Objectives originate from broader aims and are tailored to individual subjects. Specifications provide a clear statement of what students are expected to be able to do, know, and value by the end of a lesson. Verbs are used in specifications to define observable behaviors within cognitive, psychomotor, and affective domains. Examples of specifications for different subjects are provided using domain-specific verbs.
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Bloom’s Taxonomy is a classification of learning objectives within education.
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He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification of Educational Goals’.
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Specific learning objectives describe what students will be able to do after instruction. They should be student-oriented, observable, and describe a learning outcome rather than a teaching activity. Well-written objectives meet SMART criteria by being specific, measurable, achievable, realistic, and time-bound. Specific learning objectives provide feedback to evaluate curriculum and teaching methods, and show if institutional goals are being achieved. There are three main types of objectives: cognitive, which increase knowledge; affective, which change attitudes; and psychomotor, which build physical skills.
Metacognitive
Metacognition involves thinking about one's own cognitive processes and thinking style. It is essential for effective learning as it allows people to self-monitor and adapt their learning strategies. The advantages of metacognition include developing independent, life-long learners who can control their own learning. Teachers can foster metacognition in students by using multiple representations of concepts and activities to help students think about how they learn best. The goal of metacognition is to help students set learning goals and adapt their strategies based on self-monitoring of progress towards goals.
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4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
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objective specifications new.pptx
- 2. Objectives
- 3. Objectives
- 5. Objectives Objectives are specific, measurable, short-term, observable student behaviors. They indicate the desirable knowledge, skills, or attitudes to be gained.
- 6. Objectives Objective is a milestone in that direction. An objective is a point showing the end view of possible achievement in that direction. Objectives are confined to the class room. Objectives may be changed from subject to subject. Objectives of teaching Science will greatly differ from the objectives of Social Science.
- 7. Objectives School programme is responsible for the fulfillment of objectives. Objectives originate from aims. Objectives being specific and more meaningful in day-to-day activities. Psychology is the source of objectives.
- 8. Objectives on the basis of Domains
- 10. Remembering Objectives Remembering Objectives involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.
- 11. Understanding Objectives Understanding Objectives refers to a type of understanding such that the individual knows what is being communicated.
- 12. Applying Objectives Applying Objective refers to the use of abstractions in particular and concrete situations. Student selects, transfers and uses data and principles to complete a problem with a minimum of direction.
- 13. Skill Objectives Skills objective describes the ability of the students to physically manipulate a tool or instrument or develop appropriate skill related to the subject.
- 14. Interest/Attitude Objectives Objectives are designed to change an individual's attitude, choices, and relationships.
- 15. Specification
- 16. Specification Specification is a clear statement of what a learner is expected to be able to do, know about and/or value at the completion of a unit of study, and how well they should be expected to achieve those outcomes.
- 17. Criteria for writing Specifications Explains Draws Recalls Demonstrates Interprets Action Verbs
- 18. Verbs used in Specifications Domains Objectives Specifications (verbs used) Cognitive Remembering Recall, recognize, define, states, names Understanding Explains, differentiates, answers, cites example, sees relationship Application Reasons, justifies, solves, predicts, suggest. Psychomotor Skill Draws accurately, reads correctly, speaks fluently, labels correctly, demonstrates Affective Interest/Attitud e Develops positive attitude towards, creates awareness, shows interest in
- 19. English – Be a Good Listener ● Pupil recalls characteristic of good listener ● Pupil frames sentences based on the new vocabulary ● Pupil enlists the traits of a good and a bad listener ● Pupil answers correctly to the listening activity
- 20. Specifications : Math - Fraction ● Pupil recognizes equivalent fractions. ● Pupil differentiates between equivalent and non equivalent fraction. ● Pupil solves word problem related to addition of fractions ● Pupil draws correctly the fractions in shaded form
- 21. Specification: Science – Methods of Preserving Food ● Pupil states the methods of preserving food. ● Pupil differentiates between boiling and drying method of preserving food ● Pupil justifies the method of preserving food for specific food items ● Pupil suggest method of preserving food for new examples.
- 22. Specification: History – Stone tools ● Pupil recognizes different stone tools ● Pupil explains different stone tools ● Pupil suggest the use of each stone tool correctly ● Pupil describes and draws each stone tool