The document discusses training objectives, including:
1) The importance of defining clear and measurable training objectives to guide the design, evaluation, and improvement of training programs.
2) Frameworks for writing effective objectives, including considering the cognitive, affective, and psychomotor domains of learning.
3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
This document discusses training objectives and how to formulate them. It defines objectives as describing intended training results rather than processes. Objectives should be measurable and change cognitive, psychomotor, or affective domains. Objectives provide a basis for materials, methods, evaluation, and trainee effort. When writing objectives, they should describe specific, observable trainee behaviors under certain conditions using a measurable performance standard. Communicating objectives clearly is also important.
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.
The document provides an outline for a report on course objectives and content determination. It defines goals and objectives, and explains that objectives are specific, measurable statements about what students will know or be able to do. It describes different types of objectives like terminal, level, course, and unit objectives. It also discusses taxonomy of objectives according to cognitive, affective, and psychomotor domains. It provides tips for writing effective behavioral objectives, emphasizing learner-focused language and including performance, condition, and criteria. Verb lists are also included to help write objectives at different cognitive levels.
1) Instructional objectives provide direction for teaching by clearly stating intended learning outcomes, conveying intent to students and organizations, and providing a basis for evaluation.
2) General instructional objectives are broad goals while specific learning objectives describe observable student behaviors after learning a unit.
3) To write effective objectives, they must be stated as learning outcomes using action verbs, include only one outcome, be at the proper level of generality, and avoid overlapping content. Specific objectives also begin with verbs and relate to their general objective.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
The document provides guidelines for writing effective instructional objectives. It explains that objectives should be based on subject area standards and describe observable student outcomes, not teacher actions. When writing objectives for complex skills, a task analysis should break the skill into steps. Objectives should reflect the appropriate cognitive level and determine the assessment. Following these guidelines will help ensure lessons have clear objectives and intended learning outcomes.
Objective-based instruction focuses on defining clear learning objectives and using them to guide curriculum planning, instructional design, and student evaluation. The key aspects of this approach are: (1) defining objectives/outcomes, (2) designing learning experiences to help students achieve the objectives, and (3) evaluating student performance on the objectives. Learning experiences should be objective-based, learner-oriented, rich in variety, suitable to students' abilities, and practical enough to implement and evaluate. This approach contrasts with traditional education which focuses more on available resources than on empirically measuring students' attainment of defined objectives.
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
This document discusses training objectives and how to formulate them. It defines objectives as describing intended training results rather than processes. Objectives should be measurable and change cognitive, psychomotor, or affective domains. Objectives provide a basis for materials, methods, evaluation, and trainee effort. When writing objectives, they should describe specific, observable trainee behaviors under certain conditions using a measurable performance standard. Communicating objectives clearly is also important.
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.
The document provides an outline for a report on course objectives and content determination. It defines goals and objectives, and explains that objectives are specific, measurable statements about what students will know or be able to do. It describes different types of objectives like terminal, level, course, and unit objectives. It also discusses taxonomy of objectives according to cognitive, affective, and psychomotor domains. It provides tips for writing effective behavioral objectives, emphasizing learner-focused language and including performance, condition, and criteria. Verb lists are also included to help write objectives at different cognitive levels.
1) Instructional objectives provide direction for teaching by clearly stating intended learning outcomes, conveying intent to students and organizations, and providing a basis for evaluation.
2) General instructional objectives are broad goals while specific learning objectives describe observable student behaviors after learning a unit.
3) To write effective objectives, they must be stated as learning outcomes using action verbs, include only one outcome, be at the proper level of generality, and avoid overlapping content. Specific objectives also begin with verbs and relate to their general objective.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
The document provides guidelines for writing effective instructional objectives. It explains that objectives should be based on subject area standards and describe observable student outcomes, not teacher actions. When writing objectives for complex skills, a task analysis should break the skill into steps. Objectives should reflect the appropriate cognitive level and determine the assessment. Following these guidelines will help ensure lessons have clear objectives and intended learning outcomes.
Objective-based instruction focuses on defining clear learning objectives and using them to guide curriculum planning, instructional design, and student evaluation. The key aspects of this approach are: (1) defining objectives/outcomes, (2) designing learning experiences to help students achieve the objectives, and (3) evaluating student performance on the objectives. Learning experiences should be objective-based, learner-oriented, rich in variety, suitable to students' abilities, and practical enough to implement and evaluate. This approach contrasts with traditional education which focuses more on available resources than on empirically measuring students' attainment of defined objectives.
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
Instructional objectives should clearly specify the learner's performance in observable and measurable terms. They indicate the conditions and criteria that will be used to assess the learner's performance. There are several components to writing effective instructional objectives:
1. The objectives must be clearly stated using precise language and terminology.
2. The objectives should specify the learner, the observable behaviors or skills they will demonstrate, and the conditions under which the assessment will take place.
3. The objectives should also indicate the minimum level of performance expected of the learner.
Tcj ensuring the alignment of assessment with learning outcomesmichelepinnock
The document discusses ensuring alignment between learning outcomes, teaching activities, and assessment in courses. It emphasizes that assessment strongly influences how students approach their learning. The key ideas are:
1) Constructive alignment is needed, where learning outcomes, teaching, and assessment all work together to provide clear goals and appropriate feedback to students.
2) Assessment should match and reinforce what is truly valued in a course. Students learn what is assessed, not just what is discussed.
3) Using frameworks like Bloom's Taxonomy and SOLO help define learning outcomes and assessments at different levels of understanding and promote a deep approach to learning over surface memorization.
This document discusses behavioral objectives in science subjects. It defines behavioral objectives and explains that they describe what students are expected to do after classroom instruction. Behavioral objectives involve cognitive, affective, and psychomotor domains. The document outlines Bloom's Taxonomy for cognitive objectives and provides examples of different types of behavioral objectives focusing on the topic of light reflection. It also describes procedures for writing behavioral objectives.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
This document discusses instructional objectives and different frameworks for writing them. It begins by explaining that teachers must be guided by instructional objectives to start teaching. It then describes Mager's format, which suggests objectives must be observable and measurable. It provides examples of precise versus imprecise verbs to use. The document also discusses Bloom's Taxonomy, which classifies objectives into cognitive, psychomotor, and affective domains to help systematically write objectives at different levels of complexity. Criticisms of Bloom's Taxonomy are noted at the end.
Instructional Objectives: Bloom's Revised TaxonomyDr. N. Asokan
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
This document discusses how to formulate effective instructional objectives. It explains that instructional objectives should let students know what they will achieve and include a behavior, condition, and degree. Objectives should be written for the cognitive, affective, and psychomotor domains. They should be significant, relevant, and aligned with educational goals. Well-written objectives are also specific, measurable, attainable, relevant, and time-bound. Common problems to avoid include objectives that are too broad, missing key elements, only listing topics, or not including an observable student performance.
The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
This document discusses constructive alignment in education. It covers:
1. Constructive alignment aims to align intended learning outcomes, teaching methods, and assessments. The verbs used in learning outcomes should be enacted in both teaching and assessment.
2. Intended learning outcomes should be expressed from the student's perspective using action verbs about what students will be able to do. Teaching and assessment should elicit these desired verbs.
3. Constructive alignment was developed at the University of Hong Kong to ensure teaching methods and assessments directly address the intended learning outcomes. This creates a coherent design for teaching and learning.
The document discusses educational objectives and provides definitions and differences between goals and objectives. It explains that objectives are more specific, measurable targets that can be attained, while goals are broader statements of purpose. The importance of writing clear objectives is outlined, along with the key components - performance/behavior, criterion, and condition. Objectives are classified and frameworks like Bloom's taxonomy and domains of learning are explained. Criteria for writing objectives and examples of SMART objectives are also provided.
1. Aims, objectives, and goals are related terms used in education but have distinct meanings.
2. Aims are broad, long-term statements of general outcomes expected of learners. Objectives are more specific and measurable descriptions of expected learner behaviors and skills.
3. Goals are similar to general objectives and refer to intended ends or results within a specific time period, such as at a particular level of schooling. They are more time-bound than aims.
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
This document provides a six-step process for developing a competency-based curriculum: 1) conduct a needs assessment, 2) identify competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. It emphasizes identifying broad goals and specific measurable objectives, and aligning assessments to objectives. The document also provides examples of competencies, teaching methods, assessment methods, and how to evaluate programs and supervise residents.
The document discusses learning objectives and how to write them effectively. It defines learning objectives as statements of what the learner will know, understand, or be able to do after engaging in learning. Well-written objectives are essential to developing strong training materials. Objectives should be specific, measurable, action-oriented, reasonable, and time-bound (SMART). They should include an action verb describing the expected behavior, any conditions, and the desired degree or level of achievement. Developing clear learning objectives is important for guiding learners, trainers, and stakeholders.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
This document discusses applying Revised Bloom's Taxonomy, an educational framework traditionally used in K-12 education, to engineering master's degree programs. It describes using the Two Dimensional Bloom's Taxonomy table to map job skills to measurable course learning outcomes. An example is provided of classifying a digital design job skill across the cognitive process and knowledge dimensions. The results have been positive, helping map skills to outcomes, shift to a student-centric model, and identify areas for student improvement. Further work is being done to scale the approach and quantify complexity.
The document outlines the steps for pre-course and post-course administration of a training program. For pre-course administration, it describes booking locations, trainers, equipment; preparing agreements; registering participants; sending pre-work materials; and sharing participant details. For post-course administration, it discusses the trainer confirming attendance; amending training records; analyzing critiques; and completing finances. The goal is to efficiently and effectively plan, organize, and follow-up all logistical aspects of delivering the training program.
1) Effective teaching and learning strategies depend on both internal and external factors that facilitate training. Internally, trainees must have both the ability and motivation to learn. Externally, trainers can control conditions like practice opportunities, feedback, and meaningful material.
2) When selecting trainees, it is important to assess both their ability and motivation through tests and measures. Trainees must possess both to maximize performance.
3) External factors that facilitate learning include providing active practice, over-learning opportunities, appropriate distribution of practice sessions, optimal unit sizes, timely feedback, and maintaining motivation. The appropriate application of these strategies differs depending on the complexity and organization of the material.
The document outlines a systematic process for developing training courses that meet learner needs. It discusses identifying needs, selecting existing courses, modifying courses, or developing new courses. The key steps in course development include defining objectives, content, structure, methods, and materials. An example of applying this process to develop a one-day Total Quality Management course is also provided.
This document discusses evaluating training programs. It covers:
1) The importance of evaluating training to demonstrate benefits and ROI to the company.
2) Kirkpatrick's four levels of evaluation - reactions, learning, behavior, results.
3) Choosing relevant outcomes like cognitive, skill-based, affective, results.
4) Designs like pre-post tests and comparison groups to control for threats to validity.
Instructional objectives should clearly specify the learner's performance in observable and measurable terms. They indicate the conditions and criteria that will be used to assess the learner's performance. There are several components to writing effective instructional objectives:
1. The objectives must be clearly stated using precise language and terminology.
2. The objectives should specify the learner, the observable behaviors or skills they will demonstrate, and the conditions under which the assessment will take place.
3. The objectives should also indicate the minimum level of performance expected of the learner.
Tcj ensuring the alignment of assessment with learning outcomesmichelepinnock
The document discusses ensuring alignment between learning outcomes, teaching activities, and assessment in courses. It emphasizes that assessment strongly influences how students approach their learning. The key ideas are:
1) Constructive alignment is needed, where learning outcomes, teaching, and assessment all work together to provide clear goals and appropriate feedback to students.
2) Assessment should match and reinforce what is truly valued in a course. Students learn what is assessed, not just what is discussed.
3) Using frameworks like Bloom's Taxonomy and SOLO help define learning outcomes and assessments at different levels of understanding and promote a deep approach to learning over surface memorization.
This document discusses behavioral objectives in science subjects. It defines behavioral objectives and explains that they describe what students are expected to do after classroom instruction. Behavioral objectives involve cognitive, affective, and psychomotor domains. The document outlines Bloom's Taxonomy for cognitive objectives and provides examples of different types of behavioral objectives focusing on the topic of light reflection. It also describes procedures for writing behavioral objectives.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
This document discusses instructional objectives and different frameworks for writing them. It begins by explaining that teachers must be guided by instructional objectives to start teaching. It then describes Mager's format, which suggests objectives must be observable and measurable. It provides examples of precise versus imprecise verbs to use. The document also discusses Bloom's Taxonomy, which classifies objectives into cognitive, psychomotor, and affective domains to help systematically write objectives at different levels of complexity. Criticisms of Bloom's Taxonomy are noted at the end.
Instructional Objectives: Bloom's Revised TaxonomyDr. N. Asokan
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
This document discusses how to formulate effective instructional objectives. It explains that instructional objectives should let students know what they will achieve and include a behavior, condition, and degree. Objectives should be written for the cognitive, affective, and psychomotor domains. They should be significant, relevant, and aligned with educational goals. Well-written objectives are also specific, measurable, attainable, relevant, and time-bound. Common problems to avoid include objectives that are too broad, missing key elements, only listing topics, or not including an observable student performance.
The document discusses instructional objectives and outlines the key elements needed to write effective objectives. It notes that objectives should be specific, measurable, attainable, realistic, and time-bound. The document also categorizes objectives according to different domains - cognitive, affective, and psychomotor. For the cognitive domain, it describes the different levels of objectives from knowledge to evaluation. For affective, it outlines objectives from receiving phenomena to characterizing. And for psychomotor, it discusses objectives ranging from perception to adaptation.
This document discusses constructive alignment in education. It covers:
1. Constructive alignment aims to align intended learning outcomes, teaching methods, and assessments. The verbs used in learning outcomes should be enacted in both teaching and assessment.
2. Intended learning outcomes should be expressed from the student's perspective using action verbs about what students will be able to do. Teaching and assessment should elicit these desired verbs.
3. Constructive alignment was developed at the University of Hong Kong to ensure teaching methods and assessments directly address the intended learning outcomes. This creates a coherent design for teaching and learning.
The document discusses educational objectives and provides definitions and differences between goals and objectives. It explains that objectives are more specific, measurable targets that can be attained, while goals are broader statements of purpose. The importance of writing clear objectives is outlined, along with the key components - performance/behavior, criterion, and condition. Objectives are classified and frameworks like Bloom's taxonomy and domains of learning are explained. Criteria for writing objectives and examples of SMART objectives are also provided.
1. Aims, objectives, and goals are related terms used in education but have distinct meanings.
2. Aims are broad, long-term statements of general outcomes expected of learners. Objectives are more specific and measurable descriptions of expected learner behaviors and skills.
3. Goals are similar to general objectives and refer to intended ends or results within a specific time period, such as at a particular level of schooling. They are more time-bound than aims.
This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
This document provides a six-step process for developing a competency-based curriculum: 1) conduct a needs assessment, 2) identify competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. It emphasizes identifying broad goals and specific measurable objectives, and aligning assessments to objectives. The document also provides examples of competencies, teaching methods, assessment methods, and how to evaluate programs and supervise residents.
The document discusses learning objectives and how to write them effectively. It defines learning objectives as statements of what the learner will know, understand, or be able to do after engaging in learning. Well-written objectives are essential to developing strong training materials. Objectives should be specific, measurable, action-oriented, reasonable, and time-bound (SMART). They should include an action verb describing the expected behavior, any conditions, and the desired degree or level of achievement. Developing clear learning objectives is important for guiding learners, trainers, and stakeholders.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
This document discusses applying Revised Bloom's Taxonomy, an educational framework traditionally used in K-12 education, to engineering master's degree programs. It describes using the Two Dimensional Bloom's Taxonomy table to map job skills to measurable course learning outcomes. An example is provided of classifying a digital design job skill across the cognitive process and knowledge dimensions. The results have been positive, helping map skills to outcomes, shift to a student-centric model, and identify areas for student improvement. Further work is being done to scale the approach and quantify complexity.
The document outlines the steps for pre-course and post-course administration of a training program. For pre-course administration, it describes booking locations, trainers, equipment; preparing agreements; registering participants; sending pre-work materials; and sharing participant details. For post-course administration, it discusses the trainer confirming attendance; amending training records; analyzing critiques; and completing finances. The goal is to efficiently and effectively plan, organize, and follow-up all logistical aspects of delivering the training program.
1) Effective teaching and learning strategies depend on both internal and external factors that facilitate training. Internally, trainees must have both the ability and motivation to learn. Externally, trainers can control conditions like practice opportunities, feedback, and meaningful material.
2) When selecting trainees, it is important to assess both their ability and motivation through tests and measures. Trainees must possess both to maximize performance.
3) External factors that facilitate learning include providing active practice, over-learning opportunities, appropriate distribution of practice sessions, optimal unit sizes, timely feedback, and maintaining motivation. The appropriate application of these strategies differs depending on the complexity and organization of the material.
The document outlines a systematic process for developing training courses that meet learner needs. It discusses identifying needs, selecting existing courses, modifying courses, or developing new courses. The key steps in course development include defining objectives, content, structure, methods, and materials. An example of applying this process to develop a one-day Total Quality Management course is also provided.
This document discusses evaluating training programs. It covers:
1) The importance of evaluating training to demonstrate benefits and ROI to the company.
2) Kirkpatrick's four levels of evaluation - reactions, learning, behavior, results.
3) Choosing relevant outcomes like cognitive, skill-based, affective, results.
4) Designs like pre-post tests and comparison groups to control for threats to validity.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies several on-site methods including orientation training, on-the-job training, apprenticeship training, coaching, mentoring, computer-based training, and job rotation. It also discusses several off-site methods such as lecture, audiovisual techniques, videoconferencing, role playing, games and simulations, and computer-assisted instruction. The document provides details on how each method can be implemented and their advantages for different types of training objectives.
The document discusses training management, including determining the type of learning environment, identifying potential locations, conducting site surveys, sourcing equipment, comparing costs and availability of locations, preparing a training budget, and conducting a cost-benefit analysis. Key points include factors that influence the learning environment choice, components of a site survey, including equipment needs in the budget, and estimating both costs and benefits of training.
This document outlines the key steps for training administration before and after a course. It discusses pre-course tasks like booking locations, preparing agreements, registering participants, and sending pre-work. Post-course tasks include trainers confirming attendance, amending records, analyzing critiques, and completing finances. The goal is to efficiently plan, organize, and follow-up on all logistical and administrative aspects of delivering a training program.
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.
This document discusses behavioral objectives in education. It defines goals, objectives, and different types of objectives. It also discusses the differences between goals and objectives. Additionally, it covers developing teaching plans, using learning contracts, teaching in different learning domains, and factors that influence skill acquisition. Overall, the document emphasizes that establishing clear objectives is essential for effective teaching and learning.
The document discusses instructional objectives and how to write them effectively. It defines instructional objectives as intended learning outcomes that describe what students will be able to do after instruction. There are four key components: an action verb, conditions, standards, and audience. Objectives should be specific, measurable, achievable, relevant and time-bound. They guide lesson planning and assessment. The document provides examples of verbs for different learning domains and criteria for writing clear, effective instructional objectives.
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
The document discusses how to properly structure learning objectives for training activities. It emphasizes that objectives should be based on the overall learning goal and translated into specific, measurable steps. Learning objectives should use action verbs from Bloom's Taxonomy to clearly define what knowledge and skills participants will develop. Well-structured objectives ensure the content, methods, and assessments used are tailored and effective for helping participants achieve the desired competencies.
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.
The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This chapter discusses developing an instructional strategy, including selecting a delivery system and sequencing content. It describes the key learning components of a strategy as preinstructional activities, content presentation, learner participation, assessment, and follow through. Constructivist strategies are also covered, emphasizing problem solving, reflection, and self-regulation. Factors like learner characteristics, objectives, and practical considerations must be examined to determine the optimal student groupings, media, and delivery system.
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
Tyler's model of curriculum development involves 4 basic steps: 1) Establishing the educational purpose, 2) Determining educational experiences to achieve the purpose, 3) Organizing those experiences effectively, and 4) Evaluating if the purposes have been met. The document outlines Tyler's view that establishing clear instructional objectives is important for developing a coherent curriculum, selecting appropriate teaching methods and materials, and assessing learning outcomes. Objectives should be specific, measurable, and focused on student outcomes rather than teaching processes.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
This document discusses educational objectives and Bloom's taxonomy. It defines educational objectives and goals, and explains how to write learning objectives that are specific, measurable, appropriate, realistic, and time-bound. It also outlines Bloom's taxonomy, including the cognitive, psychomotor, and affective domains. Characteristics of good educational objectives are described, such as being SMARTER (specific, measurable, appropriate, realistic, time-bound, ethical, and recorded). The benefits of setting educational objectives for both teachers and learners are provided.
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...shan mahmood
Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
CRITERIA TO EARN 100image1.pngChapter 5LearningCruzIbarra161
CRITERIA TO EARN 100%
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Chapter 5
Learning Objectives
Achieving is the sign of successful learning.
Chapter Five Learning Objectives
Readers will achieve the following learning objectives after reading
Chapter Five.
1 Define learning objectives and explain the benefits of using learning
objectives in training programs.
2 Describe and explain the relationship between training program
goals and training program learning objectives.
3 Identify and describe the four major components of a learning
objective.
4 Identify and explain the levels of learning objectives based on
Bloom’s taxonomy of cognitive learning.
5 Identify, describe, and compare the difference between cognitive-
based learning objectives, skills-based learning objectives, and abilities-
based learning objectives.
6 Describe the relationship between the needs assessment and learning
objectives.
7 Describe the relationship between learning objectives and instruc-
tional methods.
8 Describe the relationship between learning objectives and the subject
matter of a training program.
9 Explain the relationship between learning objectives and assessment
methods.
10 Identify and explain the reasons non-homogeneous groups of trainees
require different types of learning objectives.
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 8/31/2022 9:47 AM via UNIVERSITY OF MARYLAND GLOBAL CAMPUS
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Book: Stanley C. Ross. (2019). Training and Development in Organizations: An Essential Guide For Trainers.
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52 Learning Objectives
Learning Objective #1: Define Learning Objectives and
Explain the Benefits of Using Learning Objectives in
Training Programs
A training program learning objective represents a statement of what the
trainee will know or be able to do by the end of the training. Learning objec-
tives provide a focus for the trainee and trainer. Both the trainee and trainer
know the expectations and their roles to achieve the learning objectives.
Learning objectives need to have a narrow focus to avoid creating any
possible confusion that can obfuscate the purpose of the objective. The
intent in creating a successful training program is to begin by creating learn-
ing objectives that present observable and measurable behavioral outcomes.
Behavior is measurable (and descri ...
Objectives help teachers clarify what students should learn and evaluate if teaching was effective. There are four steps to creating objectives: 1) decide learning outcomes, 2) break outcomes into specific objectives, 3) determine assessments, 4) plan lessons. Objectives are specific, short-term goals for learning within a time frame. Standards are broader long-term goals. Objectives have four components: content outlining the subject, behavior stating what students will do, conditions providing context, and criteria establishing performance levels. Well-written objectives guide teaching and assessment.
The document provides an overview of training and development. It defines training and development, outlines the fundamental elements and steps of the training process, and discusses some purposes and organizational factors affecting training. Specifically, it describes the relationship between training and other HR functions like task analysis, staffing, and performance appraisal. It also explains how an organization's strategy, structure, technology, and attitudes can impact its approach to training.
The document discusses training needs analysis which consists of three types of analysis: organizational analysis, task analysis, and person analysis. Organizational analysis examines factors like the environment, objectives, human resources, and climate. Task analysis identifies the tasks, knowledge, skills, and abilities required for a job. Person analysis assesses employee performance through methods like behavioral measures and tests, and diagnoses training needs. The purpose is to systematically determine where training is needed within the organization.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
The document outlines the steps to systematically develop a training program, including selecting or modifying existing courses, defining objectives, identifying content, structuring the material, writing materials for trainers and students, preparing visual aids, getting peer feedback, and conducting pilot courses to refine the program. It also provides an example of developing a one-day overview course on Total Quality Management for contract employees.
The document discusses effective teaching and learning strategies for training programs. It covers conducting a trainability analysis to assess trainees' ability and motivation. It also discusses arranging training to facilitate learning through active practice, feedback, meaningful material, and accounting for individual differences. The goal is to train individuals who are trainable and ensure what is learned is transferred to the job.
This document discusses training needs analysis. It explains that needs analysis involves organizational analysis to determine if training supports business strategy, person analysis to identify who needs training, and task analysis to identify important tasks. Various needs assessment techniques are discussed, including their advantages and disadvantages. The document emphasizes that needs analysis is crucial to determine the appropriate type and content of training, and to ensure training addresses actual performance gaps.
2. Objective of the Unit
Upon completion of this unit, you should be able to:
describe the meaning and the need for having
training objectives;
discuss the factors to consider in selecting
objectives;
explain the framework for writing objectives;
write clear objectives of a training program; and
communicating training objectives to others.
3. Introduction
Among the topics that need to be covered in
this unit are:
importance of defining objectives
factors to consider in selecting objectives
ways to state objectives clearly (framework
and the format)
examples
4. Objectives: What are they?
Expectations:
◦ to learn
◦ to be able to do
Outcomes:
◦ from the learning experience
Effecting change:
◦ cognitive
◦ affective
◦ psychomotor
Measurable:
◦ quantitatively or qualitatively
5. Objectives: Why do we need them?
1) Provides a basis for selection or designing
of training content and procedures.
2) Provides basis for evaluating or assessing
the success of the training program.
3) Serves as a basis for improving the
existing training program
4) Provides basis for organizing trainee’s own
efforts and activities for the
accomplishment of the important training
intentions.
6. Frameworks in stating objectives:
The issue of how to formulate useful, clear
objectives was addressed by the following:
1) Ralph Tyler in the 1940s:
◦ published Basic Principles of Curriculum and
Instruction (1949)
◦ addresses the following issues: educational
purposes, educational experiences to be
provided to attain the purposes, organizing
effectively the educational experiences and
determing whether these purposes are being
attained.
7. Frameworks (Con’t.)
2) Bloom (1956), Krathwohl (1964), Simpson
(1972) and their committees:
developed Taxonomy of Educational Objectives
divided into three parts : cognitive domain,
affective domain and psychomotor domain
comprise of general and specific categories
3) Robert Mager: tackled how to write
objectives
published Preparing Objectives for
Programmed Instruction (1962), revised
(1975) Preparing Instructional Objectives
books are short, practical and entertaining
8. I. Setting Learning Goals
1) Should learning goals statements articulate
the outcomes we want to achieve?
2) Recognize that some types of learning differ
from others: affective, behavioral and cognitive
learning?
3) Is it possible to design the training program
with only one of these types of learning or
design a program that incorporates all?
4) Are the objectives a response to specific
organizational program?
9. Affective Learning:
formation of attitudes, feelings and
preferences.
Goal: when there is a lack of desire to use
new knowledge or skills (“won’t do” situation)
◦ want learners to value a certain situation,
procedures, or product or be more aware of
feelings and reactions to certain issues and
new ideas.
◦ Example of affective learning:
◦ in a bank: managers examine to what
extent their orientation is customer-focused
or inward looking
10. Psychomotor Learning:
actual performance of procedures, operations,
methods and techniques.
Goal: when there is a lack of skill (“can’t do”
situation)
◦ want the learners to practice skills that were
demonstrates and receive feedback on the
performance.
Example of behavioral learning:
◦ in research and development seminar:
participants practice creative thinking
techniques by applying them to problems
back on the job
11. Cognitive Learning:
acquisition of information and concepts related
to course content.
Goal: when there is a lack of knowledge
(“don’t know” situation).
◦ want the participants not only to comprehend
the subject matter but also to analyze and
apply it to new situations.
Example of cognitive learning:
◦ “The Law and the Workplace” seminar:
participants learn the legal definition of
sexual harassment and apply it to issues at
their jobs.
12. Training Program that Incorporates All
the Learning Goals:
lasting change.
Example: A short course on understanding
group dynamics that devote a session on to
the task and maintenance roles that members
need to play in groups.
The goals are:
◦ identify the current and future preferences
for task maintenance roles in a group
(affective)
◦ utilize new task and maintenance behaviors
when conducting meetings (psychomotor)
◦ differentiate between task and maintenance
behaviors exhibited by colleagues at a group
meeting (cognitive)
13. II. Selecting Objectives
Consider the following:
Comprehensiveness and representativeness of the
learning outcome: proper balance among the
three learning types.
basic principles of learning especially adult
learning needs: readiness, motivation, retention
and transfer value.
philosophy of the organization.
14. III. Specifying Objectives
How do we specify objectives?
A set of learning goals (general) - break down
into specific training objectives: each learning
goal will have one or more specific objectives
Why do we need to specify
objectives?
◦ Specify objectives -managing, monitoring
and evaluating the training.
◦ specific criteria - technical in nature: state
what , under what conditions and according
to what standards.
15. IV. Stating and Expressing Objectives
Written - easy to understand and straight to
the point.
Select verbs that most clearly convey the
intent, specify the learner behavior and avoid
commonly misinterpreted terms.
Use a format: “upon completion of the course,
the participants will be able to …. (list specific
objectives)”
Mager-Type Behavioral Objectives:
◦ clarity and communication.
◦ Statements of objectives should include three
components: the behavior, the conditions and
the criterion
16. The Behavior Component
Describes in clear terms, what a learner has to
do to demonstrate successful learning ---
terminal behavior.
Concern about some words used (e.g. know,
understand, appreciate) that describe mental
operations which cannot be observed but have
to be inferred from behavior.
Need to describe the activities which
demonstrate understanding and appreciation,
using words which are open to fewer
interpretations.
Examples of behavior are ???
17. The Conditions Component
Not sufficient to describe the terminal behavior
only but we need to state the conditions or
limitations under which they need to perform.
Need to specify any tools or equipment
available to aid the task, or the range of
problems to be solved or equipment to be
mastered.
If it is desired that the learners use a particular
method, then this should be stated, together
with any special requirements about place.
Examples of conditions ???
18. The Criterion Component
Provides the standard of performance: how
well the learner has to do to be considered
successful.
Concerned with speed, quality or accuracy.
Can be conveyed by specifying how many
questions, problems or tasks have to be
answered, solved or completed correctly.
Examples of criteria are ???
19. Common Errors and Ways in Stating
Learning Objectives
1) Describing trainer’s behavior rather than
the learner’s behavior.
2) Stating the learning objective -process
rather than as learning product.
3) Listing - subject matter to
be covered.
4) Including more than one type of learning
outcomes
5) Over specifying training objectives,
(nontechnical training like management
skills ( see handout)
20. V. Communicating Training Objectives
to Others
Communicating objectives effectively to others
is an important skill to develop.
Problems encountered are:
◦ confused with language; jargon
◦ put off with the format
◦ difficult to read and comprehend
◦ lengthy - over specification of training
objectives (see handout for example of
technical and nontechnical training
objectives)
Guideline for defining training objectives in
behavioral terms (see handout)
21. Guideline for defining training objectives:
1) State the general training objective (goal)
as expected learning outcomes.
2) Place under each general training objective
a list of specific learning outcomes.
a) Begin each specific learning outcome
with a verb that specifies definite,
observable behavior.
b) Keep the specific learning outcomes
free of course content so that the list
can be used with different units of
training.
22. Guideline (con’t)
c) each specific learning outcome is relevant
to the objective it describes.
3) When defining general objective (goal) in
terms of specific learning outcomes,
revise and refine the original list of
objectives as needed.
4) Be careful not to omit complex objectives
(e. g. critical thinking, appreciation)
5) Consult reference materials for help in
identifying the specific types of behavior that
are most appropriate for defining the complex
objectives.
23. Worksheet1: Developing training
Objectives
Try your hand at specifying objectives. Take the
content of this unit and state the objectives for
the unit in this worksheet.
Upon completion of this unit, students will be
able to:
24. Worksheet2: Developing Training
Objectives
Design that incorporates all three learning
types result in more lasting change. For the
following training programs, write the goals
and specific objectives (affective, behavioral
and cognitive).
1) 2-day workshop on computer technologies to
the academic staff of the university
2) 2-day managerial skills workshop for SALCRA
scheme managers
3) 2-day research and development
workshop for academic staff of the university
4) 2-day communication skills workshop for top
level supervisors
25. Eg: workshop on interactive multimedia
technologies, i.e. designing courseware.
cognitive learning goal - understand design
issues in multimedia development and
production.
Specific training objectives:
26. Upon completion of the workshop, students will be
able to:
1) identify key design issues in multimedia
development and production.
2) name basic development tools in multimedia
production.
3) name the techniques in crafting multimedia
documents.
For the affective goal??? Objectives ???
For the psychomotor goal ??? Objectives ???