1. The document discusses educational objectives and provides guidelines for writing effective objectives for lesson plans.
2. It describes different types of objectives, including cognitive, psychomotor, and affective objectives, and provides taxonomies for classifying objectives within each domain.
3. The document gives tips for writing objectives, such as making them specific, measurable, attainable, and focused on observable student behaviors and performance. It also provides examples of action verbs to use for different levels of objectives.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Principles of effective teaching and learningmavs morales
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
its about philosophy of education. it explains the aim of philosophy in the field of education, its scope and functions. Main philosophies of education are also explained here.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
10. COGNITIVE OBJECTIVES
• Refers to understandings,
awarenesses, insights (e.g.,
"List and explain..."). This
includes information recall,
conceptual understanding,
and problem-solving.
14. KNOWLEDGE
• Knowledge remembering of previously
learned material; of terminology;
specific facts; ways and means of
dealing with specifics (conventions,
trends and sequences, classifications
and categories, criteria, methodology);
universals and abstractions in a field
(principles and generalizations,
theories and structures):
15. • Knowledge is (here) defined as
the remembering (recalling) of
appropriate, previously learned
information. defines; describes;
enumerates; identifies; labels;
lists; matches; names; reads;
records; reproduces; selects;
states; views; writes;.
16. COMPREHENSION
• Grasping (understanding) the
meaning of informational materials.
Classifies; cites; converts; describes;
discusses; estimates; explains;
generalizes; gives examples;
illustrates; makes sense out of;
paraphrases; restates (in own
words); summarizes; traces;
understands.
17. APPLICATION
• The use of previously learned
information in new and
concrete situations to solve
problems that have single or
best answers.
19. ANALYSIS
• The breaking down of informational
materials into their component
parts, examining (and trying to
understand the organizational
structure of) such information to
develop divergent conclusions by
identifying motives or causes,
making inferences, and/or finding
evidence to support generalizations.
24. EVALUATION
• Judging the value of material
based on personal
values/opinions, resulting in
an end product, with a given
purpose, without real right or
wrong answers.
25. PYSHOMOTOR OBJECTIVES
• Objectives related to special
skills (e.g., "dissect a frog so
that the following organs are
clearly displayed..."; "take a
replicable blood pressure
reading by appropriately
using a sphygmomanometer.
28. SPEECH
BEHAVIOUR
NON VERBAL
COMMUNICATION
FINE MOTOR SKILLS
GROSS MOTOR
SKILLS
•SPEECH BEHAVIOUR:
Transmission speech &
protection of sound
•NON VERBAL
COMMUNICATION:
Gestures, expressions,
& bodily movements
•FINE MOTOR SKILLS:
Ability to move body
in co-ordination with
eyes & ears.
•GROSS MOTOR
SKILLS: Ability to move
limbs
33. TIPS FOR WRITING
OBJECTIVES
• It depends on what they are
used for! Objectives for
sequencing a unit plan will be
more general than for
specifying a lesson plan.
34. • Don't make writing objectives
tedious, trivial, time-
consuming, or mechanical.
Keep them simple,
unambiguous, and clearly
focused as a guide to learning.
35. • The purpose of objectives is
not to restrict spontaneity or
constrain the vision of
education in the discipline;
but to ensure that learning is
focused clearly enough that
both students and teacher
know what is going on.
36. • Objectives should be
expressed in terms of student
performance, behavior, and
achievement, not teacher
activity.
38. –Specify the criteria or
standards by which
competence in the activity will
be assessed (e.g., "a frog so
that the following organs are
clearly displayed...").
39. –List any conditions or
circumstances required for
students to meet the objective
(e.g., "...given two class
periods working with the
materials at your lab station").
40. • A. Objectives must be clear
and attainable.
• B. Focus on knowledge/skill
acquisition or reinforcement.
41. • A recommended wording
format is: "At the completion
of this activity, participants
should be able to..." This
phrase is followed by a
specific performance verb and
the desired learning outcome.
42. • Words or phrases such as know,
think, appreciate, learn,
comprehend, remember,
perceive, understand, be aware
of, be familiar with, have
knowledge of, grasp the
significance, are NOT measurable
and should be avoided.
43. • The following are NOT observable or
measurable objectives:
• Appreciate the beauty of a
circuit
• Really understand relativity
theory
• Be familiar with the law
44. • Understand the process of
osmosis
• Enjoy speaking French
• Change the spark plugs on an
engine
• Learn about erosion
45. ABCDS OF WRITING
OBJECTIVES
• A-Audience: The who. "The student
will be able to…"
• B-Behavior: What a learner is
expected to be able to do or the
product or result of the doing. The
behavior or product should be
observable.
46. • C-Condition: The important
conditions under which the
performance is to occur.
• D-Degree: The criterion of
acceptable performance. How
well the learner must perform in
order for the performance to be
considered acceptable.