Writing behavioral objectives for class 4
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The document discusses writing behavioral objectives for training programs. It states that objectives should define the desired behavior, conditions under which the behavior will be performed, and performance standards. Objectives follow the format of stating who will do how much of what by when. An example objective is provided for a course where learners will be able to design a program plan using an interactive model of program planning. Bloom's Taxonomy for levels of cognitive processing is also summarized, listing common verbs for knowledge, comprehension, application, analysis, synthesis, and evaluation levels.
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Behavioural objectives
The document discusses behavioral objectives and their importance for teaching. It divides behavioral objectives into three domains: cognitive, affective, and psychomotor. Each domain contains sub-divisions that can be expressed using specific verbs. The cognitive domain covers knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, and valuing. The psychomotor domain contains observation, imitation, experimentation, practice, and mastery. The document also lists important values teachers should instill in students, such as respect, honesty, and dedication.
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.
Specification of objectives
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.
Educational Objectives
The document outlines Bloom's Taxonomy, categorizing educational objectives into six levels of cognitive complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It then defines behavioral objectives for writing measurable learning outcomes, specifying that objectives should include the student behavior, conditions of performance, and performance criteria.
Preparing instructional objectives
This document discusses instructional objectives and how to write them. It defines objectives as specific, measurable statements that describe what a learner will be able to do after instruction. Key points include: objectives should be specific, outcome-based, and measurable; they describe observable student behaviors rather than instructional processes; and conditions, criteria, order, tense and action verbs are important elements to include when writing objectives. The document also discusses Bloom's Taxonomy and how it categorizes educational objectives into cognitive, affective and psychomotor domains.
Course objectives
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.
Instructional objectives ppt.
Instructional Objectives are essential for achieving the outcomes that we have set for our instruction and the whole educative process.
Writing Instructional Objectives in the Affective Domain
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
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Behavioural objectives
The document discusses behavioral objectives and their importance for teaching. It divides behavioral objectives into three domains: cognitive, affective, and psychomotor. Each domain contains sub-divisions that can be expressed using specific verbs. The cognitive domain covers knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, and valuing. The psychomotor domain contains observation, imitation, experimentation, practice, and mastery. The document also lists important values teachers should instill in students, such as respect, honesty, and dedication.
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.
Specification of objectives
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.
Educational Objectives
The document outlines Bloom's Taxonomy, categorizing educational objectives into six levels of cognitive complexity - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It then defines behavioral objectives for writing measurable learning outcomes, specifying that objectives should include the student behavior, conditions of performance, and performance criteria.
Preparing instructional objectives
This document discusses instructional objectives and how to write them. It defines objectives as specific, measurable statements that describe what a learner will be able to do after instruction. Key points include: objectives should be specific, outcome-based, and measurable; they describe observable student behaviors rather than instructional processes; and conditions, criteria, order, tense and action verbs are important elements to include when writing objectives. The document also discusses Bloom's Taxonomy and how it categorizes educational objectives into cognitive, affective and psychomotor domains.
Course objectives
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.
Instructional objectives ppt.
Instructional Objectives are essential for achieving the outcomes that we have set for our instruction and the whole educative process.
Writing Instructional Objectives in the Affective Domain
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Objectives of teaching mathematics & Blooms Taxonomy
The document discusses Bloom's Taxonomy and its classification of learning objectives into three domains: cognitive, affective, and psychomotor. It explains the differences between goals, aims, and objectives. Objectives are specific, measurable statements of what will be achieved through instruction, while aims are broader ideals requiring long-term planning. Bloom's Taxonomy hierarchies the objectives in each domain from simpler to more complex behaviors and provides examples, such as recalling facts in the cognitive "Remember" level versus creating new understanding in the higher "Create" level. The document also outlines the levels within each domain, from basic awareness to integrated characterization of values in affective, and imitation to naturalized motor skills in psychomotor.
Assessing learning objectives
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
Blooms taxonomy
This document describes Bloom's Taxonomy, an educational framework for classifying learning objectives into levels of complexity and cognitive process. The taxonomy includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The author interprets how these levels can be applied to mathematics education, providing example questions for each level targeting introductory calculus students. Questions become more complex through the levels, moving from knowledge-based questions testing terms and methods to evaluation questions requiring judgment on what information to use in word problems.
Assessment 1 (Blooms Taxonomy)
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
Writing instructional objectives[2013]
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.
Script writing behavioral objectives
This document provides guidance on writing effective behavioral objectives for lesson plans. It explains that behavioral objectives should describe observable and measurable behaviors that students will demonstrate to show their mastery of goals. The key components of a behavioral objective are a performance (what the student will do), a condition (the context), and a measurement or criteria for mastery. Examples are provided to illustrate how to write objectives that clearly specify what a student's behavior will be to prove they have learned the target skill or concept. The overall goal of behavioral objectives is for anyone reading them to understand what a student must demonstrate to show their learning.
Writing instructional objectives
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Psychomotor and affective domain of blooms' taxonomy
Psychomotor and affective domain of blooms' taxonomyJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
Presentation developed for weekly professional development session for the teachers of public sector.Behavioral objectives
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.
Week 2 - Instructional Objectives
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
Educational objectives
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.
Instructional objectives
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.
Taxonomy of Educational Objectives
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
Week2 Learning Objectives
The document discusses various topics related to assessment in schools including intelligence, learning outcomes, educational achievement, taxonomies of educational objectives, multiple intelligences, standards, and domains of learning. It provides definitions for key concepts like intelligence, learning, achievement, Bloom's taxonomy, and standards. It also outlines the cognitive, affective, and psychomotor domains of learning objectives and outcomes.
Week 9 instructional objectives
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.
The Three Domains of Educational Activities
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Instructional Objectives: Bloom's Revised Taxonomy
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.
Free ebooks communication affectandlearning in the classroom jan2012
This document is the preface to the 3rd edition of the textbook "Communication, Affect, & Learning in the Classroom". It summarizes some of the key developments in instructional communication research over the past two decades, including the increased prominence of the field and the publication of the Handbook of Instructional Communication in 2006. It introduces Mottet, Frymier, and Beebe's rhetorical/relational goal theory of instructional communication, which posits that teachers and students have both rhetorical goals around content learning and relational goals around relationship building. Meeting both types of goals is important for student motivation and academic success. The preface emphasizes the importance of affective learning as the foundation for cognitive and psychomotor
Bloom's Cognitive Domain - Matrix & Examples
Bloom's Cognitive Domain - Matrix & ExamplesCenter for Teaching & Learning - University of Minnesota
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.Objectives and its specification (2)
This document discusses different types of educational objectives including:
1) General vs specific objectives - General are broad abilities while specific target narrow skills
2) Tangible vs abstract objectives - Tangible objectives can be directly observed while abstract objectives deal with attitudes and interests
3) Ultimate vs immediate objectives - Ultimate objectives are long-term goals while immediate objectives are short-term skills
It also outlines Bloom's taxonomy of educational objectives which categorizes objectives into cognitive, affective, and psychomotor domains. Specific cognitive objectives involve knowledge, comprehension, application, analysis, synthesis, and evaluation.
Writing behavioral objectives
The document discusses how to write behavioral objectives for teaching social skills to students. It provides examples of goals, behavioral objectives, activities, procedures, materials, environments, and methods for measuring and assessing student performance. Specifically, one objective aims to teach students to take turns during a game of Follow the Leader by having the student serve as leader and go to the back of the line after a teacher prompt in 4 out of 5 opportunities.
BEHAVIORAL OBJECTIVES
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.
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Objectives of teaching mathematics & Blooms Taxonomy
The document discusses Bloom's Taxonomy and its classification of learning objectives into three domains: cognitive, affective, and psychomotor. It explains the differences between goals, aims, and objectives. Objectives are specific, measurable statements of what will be achieved through instruction, while aims are broader ideals requiring long-term planning. Bloom's Taxonomy hierarchies the objectives in each domain from simpler to more complex behaviors and provides examples, such as recalling facts in the cognitive "Remember" level versus creating new understanding in the higher "Create" level. The document also outlines the levels within each domain, from basic awareness to integrated characterization of values in affective, and imitation to naturalized motor skills in psychomotor.
Assessing learning objectives
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
Blooms taxonomy
This document describes Bloom's Taxonomy, an educational framework for classifying learning objectives into levels of complexity and cognitive process. The taxonomy includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The author interprets how these levels can be applied to mathematics education, providing example questions for each level targeting introductory calculus students. Questions become more complex through the levels, moving from knowledge-based questions testing terms and methods to evaluation questions requiring judgment on what information to use in word problems.
Assessment 1 (Blooms Taxonomy)
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
Writing instructional objectives[2013]
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.
Script writing behavioral objectives
This document provides guidance on writing effective behavioral objectives for lesson plans. It explains that behavioral objectives should describe observable and measurable behaviors that students will demonstrate to show their mastery of goals. The key components of a behavioral objective are a performance (what the student will do), a condition (the context), and a measurement or criteria for mastery. Examples are provided to illustrate how to write objectives that clearly specify what a student's behavior will be to prove they have learned the target skill or concept. The overall goal of behavioral objectives is for anyone reading them to understand what a student must demonstrate to show their learning.
Writing instructional objectives
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Psychomotor and affective domain of blooms' taxonomy
Psychomotor and affective domain of blooms' taxonomyJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
Presentation developed for weekly professional development session for the teachers of public sector.Behavioral objectives
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.
Week 2 - Instructional Objectives
The document discusses instructional goals, objectives, and learning outcomes. It defines goals as broad expectations, while objectives are more specific and measurable statements of what students will be able to do. Objectives should be student-focused, observable, and measurable. The document provides examples and guidelines for writing effective objectives using Mager's format and the ABCD method. It also discusses using Bloom's taxonomies to state cognitive, affective, psychomotor, and social domain objectives at different levels of complexity. The purpose of clear objectives is to focus instruction, guide assessment, and ensure all learning outcomes are evaluated.
Educational objectives
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.
Instructional objectives
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.
Taxonomy of Educational Objectives
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
Week2 Learning Objectives
The document discusses various topics related to assessment in schools including intelligence, learning outcomes, educational achievement, taxonomies of educational objectives, multiple intelligences, standards, and domains of learning. It provides definitions for key concepts like intelligence, learning, achievement, Bloom's taxonomy, and standards. It also outlines the cognitive, affective, and psychomotor domains of learning objectives and outcomes.
Week 9 instructional objectives
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.
The Three Domains of Educational Activities
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
Instructional Objectives: Bloom's Revised Taxonomy
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.
Free ebooks communication affectandlearning in the classroom jan2012
This document is the preface to the 3rd edition of the textbook "Communication, Affect, & Learning in the Classroom". It summarizes some of the key developments in instructional communication research over the past two decades, including the increased prominence of the field and the publication of the Handbook of Instructional Communication in 2006. It introduces Mottet, Frymier, and Beebe's rhetorical/relational goal theory of instructional communication, which posits that teachers and students have both rhetorical goals around content learning and relational goals around relationship building. Meeting both types of goals is important for student motivation and academic success. The preface emphasizes the importance of affective learning as the foundation for cognitive and psychomotor
Bloom's Cognitive Domain - Matrix & Examples
Bloom's Cognitive Domain - Matrix & ExamplesCenter for Teaching & Learning - University of Minnesota
The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.Objectives and its specification (2)
This document discusses different types of educational objectives including:
1) General vs specific objectives - General are broad abilities while specific target narrow skills
2) Tangible vs abstract objectives - Tangible objectives can be directly observed while abstract objectives deal with attitudes and interests
3) Ultimate vs immediate objectives - Ultimate objectives are long-term goals while immediate objectives are short-term skills
It also outlines Bloom's taxonomy of educational objectives which categorizes objectives into cognitive, affective, and psychomotor domains. Specific cognitive objectives involve knowledge, comprehension, application, analysis, synthesis, and evaluation.
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Objectives of teaching mathematics & Blooms Taxonomy
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Instructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised Taxonomy
Free ebooks communication affectandlearning in the classroom jan2012
Free ebooks communication affectandlearning in the classroom jan2012
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Writing behavioral objectives
The document discusses how to write behavioral objectives for teaching social skills to students. It provides examples of goals, behavioral objectives, activities, procedures, materials, environments, and methods for measuring and assessing student performance. Specifically, one objective aims to teach students to take turns during a game of Follow the Leader by having the student serve as leader and go to the back of the line after a teacher prompt in 4 out of 5 opportunities.
BEHAVIORAL OBJECTIVES
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.
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Smart objectives
The document discusses developing SMART objectives for lesson planning. It defines aims as general statements by teachers, while objectives should be learner-centered and measurable. Objectives are best when written as SMART (Specific, Measurable, Achievable, Realistic, Time-related). The document provides examples of weak vs strong objectives and evaluates objectives using Bloom's Taxonomy. The overall aim is to understand SMART objectives and improve writing objectives, with specific objectives to explain aims vs objectives, explain SMART vs non-SMART, produce SMART objectives, and evaluate existing objectives.
Writing Instructional and Behavioral Objectives
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Bloom's Taxonomy
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Similar to Writing behavioral objectives for class 4
Intended Learning Outcome for improving the Quality of higher Education
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
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The document discusses learning objectives for training programs. It defines a learning objective, outlines the key components of objectives, and describes Bloom's Taxonomy - a framework for classifying objectives according to cognitive complexity. The document also explains why objectives are important for guiding training development and evaluation, and provides a 3-step process for writing objectives: including a stem, verb, and expected outcome.
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The document outlines Caffarella's interactive model of program planning and the steps involved in developing a learning contract for creating an educational program. It discusses identifying needs, writing learning objectives, specifying resources and strategies, evidence of accomplishment, and validation. The model takes into account the context and characteristics of adult learners to create well-designed, effective programs.
Learning objectives
The document discusses learning objectives and provides examples of how to write effective learning objectives using the ABCD and SMART models. It defines learning objectives and their benefits, and explains how to write objectives that clearly define expected skills or knowledge to be learned for different levels including knowledge, comprehension, application, analysis, synthesis and evaluation using Bloom's Taxonomy. Examples are provided to illustrate how to create learning objectives using the ABCD model that identify the audience, behavior, condition and degree of mastery.
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The document discusses strategies for assessing online learning, including aligning assessments with learning outcomes, using formative and summative assessments, applying Bloom's taxonomy to activities and assessments, utilizing tools like rubrics, surveys, discussion boards and online tests to evaluate students, and addressing academic integrity through practices like using SafeAssign and randomizing test questions.
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Bloom's Taxonomy is a classification of learning objectives within education. It presents six levels of learning: remember, understand, apply, analyze, evaluate, and create. The revised version adds keywords to describe each level of learning, from basic recall of facts at the "remember" level to generating new ideas or products at the "create" level. The document also categorizes students as engaged, strategically compliant, ritually compliant, or retreatists/rebels based on how actively they participate at each level of learning.
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The document provides guidance on developing test specifications and examination papers, including defining test content and mapping domains, using taxonomies to classify learning objectives, and selecting assessment methods that align with domains of learning. It discusses Bloom's taxonomy and provides examples of verbs for different cognitive levels. Assessment options are described for various learning domains, including cognitive, affective, and psychomotor. Frameworks like Romiszowski's are presented for relating knowledge and skills to test construction. The importance of congruence between learning outcomes and assessment methods is emphasized.
William paper presentation
The document provides guidance on developing test specifications and examination papers, including defining test content and mapping, using taxonomies to classify learning objectives, choosing appropriate assessment methods based on the cognitive, affective, and psychomotor domains being assessed, and ensuring congruency between learning outcomes and assessment techniques. It discusses Bloom's and Romiszowski's taxonomies and provides examples of verbs to use for different levels. The conclusion emphasizes the importance of aligning assessments with the intended learning outcomes.
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The document discusses principles of assessment and different methods of assessing student learning. It describes five standards for quality assessment according to Chappuis, Chappuis & Stiggins: clear purpose, clear learning targets, sound design, effective communication of results, and student involvement. The document then focuses on the standards of learning outcomes and assessment alignment. It defines learning outcomes and lists types of learning domains. Finally, it describes various assessment methods including selected response questions, constructed response, teacher observation, and student self-assessment.
Course objectives
cThis material is prepared to assist instructors in designing course outline specially writing proper learing outomes.
Course objectives
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 for performing the task, and the desired degree or level of achievement. The document provides examples of action verbs for writing objectives in the cognitive, affective, and psychomotor domains.
Writing good-multiple-choice-exams-fic-120116
This document provides guidance on writing effective multiple choice exam questions. It discusses the strengths and weaknesses of multiple choice questions, describes the components of a multiple choice question, and provides tips and guidelines for writing high quality multiple choice questions that assess different levels of learning. Sample exam questions are also included to illustrate how to write questions targeting various levels of Bloom's taxonomy, from knowledge to evaluation.
Writing performance objectives
This document discusses writing effective performance objectives for instructional design. It defines what a performance objective is and explains that it identifies the skills to be learned and criteria for mastery of a lesson. It breaks down the three main parts of a performance objective: behavior/content, conditions, and criteria. An example performance objective is provided. Guidelines are given for writing objectives, such as using observable tasks and defining accuracy levels. Students are assigned to write their own objectives and provide feedback on peers' objectives.
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1. The document discusses rating scales used to evaluate student performance on extended tasks. It covers different types of rating scales including holistic, analytic, and trait scales.
2. Key aspects of developing rating scales are addressed, such as basing descriptors on the test construct, deciding between holistic and analytic scales, and using empirical or intuitive approaches.
3. Effective training of raters is also discussed to ensure consistent understanding and application of the rating scale. Raters should be given examples to rate independently and receive feedback.
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This document discusses rubric development. It defines rubrics and their purposes, which include providing clear expectations and feedback to students. Good rubrics are well-defined using specific language, context-specific, ordered, and related to learning standards. There are two main types of rubrics: analytic rubrics evaluate each criterion separately while holistic rubrics provide an overall score. The document outlines strategies for creating rubrics such as reflecting on learning objectives and outcomes, listing criteria, and applying a rubric format. Rubrics should be shared with and explained to students in advance.
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This document provides information on teaching, learning, and evaluation objectives using Bloom's Taxonomy. It defines the different levels of Bloom's Taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Examples of verbs and objectives are provided for each level to demonstrate the skills assessed. The purpose of setting objectives at different taxonomy levels is to improve communication of expectations to students and guide teaching and assessment of intended knowledge, skills, and attitudes.
Writing performance objectives: An Overview
The document discusses the Dick and Carey model for writing performance objectives for instructional design. It defines performance objectives and instructional goals, explaining that objectives break goals down into precise, observable tasks with conditions, behaviors, and criteria. The document provides guidance for writing effective objectives that clearly describe what skills will be demonstrated, the conditions and criteria for evaluation.
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This document discusses instructional goals, objectives, and assessment. It explains that goals are broad statements of intention for learning outcomes, while objectives specify how and to what degree instruction will impact learners. Objectives should include the action learners will take, conditions, and criteria for acceptable performance. Objectives can be enabling objectives, which describe supporting behaviors, or terminal objectives, which explain the overall learning outcome. The document also introduces Bloom's Revised Taxonomy for writing learning objectives at different levels, from remembering to creating.
Objectives
Objectives describe specific, measurable learning units and provide the basis for organizing teaching activities and measuring performance. Well-written objectives facilitate planning, provide accountability, and are prescriptive by describing learning outcomes that are consistent with curriculum aims, precise, and feasible. References on writing effective objectives recommend they describe a single, measurable learning outcome using active verbs and avoid focusing on teacher actions or broad, non-specific language.
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Intended Learning Outcome for improving the Quality of higher Education
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