The document discusses outcome-based education (OBE) principles and processes. Key points include:
- OBE focuses on defining clear learning outcomes that students should be able to demonstrate by the end of a course, rather than focusing on curriculum content.
- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
- The OBE process involves constructive alignment where teaching methods and assessments are aligned with learning activities to achieve intended outcomes.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
1. The document discusses various topics related to education in the Philippines, including curriculum, teaching methods, educational philosophies, and the history of the Philippine education system.
2. It provides multiple choice questions about concepts like the purpose of teaching thoroughly, Filipino traits emphasized in schoolwork, the effects of authoritarian parenting, subjects taught by Americans but not Spaniards, characteristics of different curricula, and the values envisioned for Filipino learners.
3. The document also includes questions about educational theorists, teaching techniques, brain hemispheres, theories of learning and development, educational media, guidance services, and the first American teachers in the Philippines known as the Thomasites.
K-12 Most Essential Learning Competencies (MELC) - Mother Tongue and SHS Appl...EngineerPH EducatorPH
This document contains a table listing learning competencies, lessons, resources, and assessments for various subjects and grading periods in grades 1-3. For grade 1 Mother Tongue, competencies include identifying rhyming words, letter sounds, expressing ideas through drawings and invented spelling. Lessons cover talking about oneself, reading conventions, and comprehending stories. Resources and online links are provided. Assessments include tests and online links. The document aims to outline essential competencies, lessons, resources and assessments for different subjects and grades.
A teacher must possess both personal and professional qualities. They must have a teaching license and adhere to high moral and ethical standards. Effective teachers have personal attributes like passion, patience, flexibility and a sense of humor. Professionally, teachers see themselves as agents of change and have expertise in their subject matter and teaching methods. Quality teachers have in-depth knowledge of teaching and learning strategies and use evidence-based practices to continually improve.
Social literacy concerns itself with the development of social skills, knowledge and positive human values that enable human beings to act positively and responsively.
Authentic assessment evaluates students' skills and abilities through performance tests and portfolios that demonstrate tasks in real-world situations. It promotes higher-order thinking and directly shows what students have learned through application and construction of knowledge. Traditional assessment involves impersonal, standardized testing that compares students and focuses on choosing correct answers, rather than developing responses or allowing freedom in showing abilities. Authentic assessment identifies strengths and weaknesses through student and peer evaluation, while traditional assessment relies solely on the teacher's subjective evaluation.
Teachers with over two years of experience can use a Daily Lesson Log instead of preparing detailed lesson plans. The Daily Lesson Log includes the lesson, materials, remarks, and other activities. Teachers with less than two years must prepare detailed lesson plans that include the objectives, subject matter, procedure, assessment, and assignment. Teachers can modify teachers' guides and manuals as needed to suit learners' abilities but must meet learning standards and competencies. Daily lesson plans and logs must be written in the language of the teachers' guides and manuals, except for Grade 1 which does not need to translate to the mother tongue.
The document discusses outcome-based education (OBE) principles and processes. Key points include:
- OBE focuses on defining clear learning outcomes that students should be able to demonstrate by the end of a course, rather than focusing on curriculum content.
- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
- The OBE process involves constructive alignment where teaching methods and assessments are aligned with learning activities to achieve intended outcomes.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
1. The document discusses various topics related to education in the Philippines, including curriculum, teaching methods, educational philosophies, and the history of the Philippine education system.
2. It provides multiple choice questions about concepts like the purpose of teaching thoroughly, Filipino traits emphasized in schoolwork, the effects of authoritarian parenting, subjects taught by Americans but not Spaniards, characteristics of different curricula, and the values envisioned for Filipino learners.
3. The document also includes questions about educational theorists, teaching techniques, brain hemispheres, theories of learning and development, educational media, guidance services, and the first American teachers in the Philippines known as the Thomasites.
K-12 Most Essential Learning Competencies (MELC) - Mother Tongue and SHS Appl...EngineerPH EducatorPH
This document contains a table listing learning competencies, lessons, resources, and assessments for various subjects and grading periods in grades 1-3. For grade 1 Mother Tongue, competencies include identifying rhyming words, letter sounds, expressing ideas through drawings and invented spelling. Lessons cover talking about oneself, reading conventions, and comprehending stories. Resources and online links are provided. Assessments include tests and online links. The document aims to outline essential competencies, lessons, resources and assessments for different subjects and grades.
A teacher must possess both personal and professional qualities. They must have a teaching license and adhere to high moral and ethical standards. Effective teachers have personal attributes like passion, patience, flexibility and a sense of humor. Professionally, teachers see themselves as agents of change and have expertise in their subject matter and teaching methods. Quality teachers have in-depth knowledge of teaching and learning strategies and use evidence-based practices to continually improve.
Social literacy concerns itself with the development of social skills, knowledge and positive human values that enable human beings to act positively and responsively.
Authentic assessment evaluates students' skills and abilities through performance tests and portfolios that demonstrate tasks in real-world situations. It promotes higher-order thinking and directly shows what students have learned through application and construction of knowledge. Traditional assessment involves impersonal, standardized testing that compares students and focuses on choosing correct answers, rather than developing responses or allowing freedom in showing abilities. Authentic assessment identifies strengths and weaknesses through student and peer evaluation, while traditional assessment relies solely on the teacher's subjective evaluation.
Teachers with over two years of experience can use a Daily Lesson Log instead of preparing detailed lesson plans. The Daily Lesson Log includes the lesson, materials, remarks, and other activities. Teachers with less than two years must prepare detailed lesson plans that include the objectives, subject matter, procedure, assessment, and assignment. Teachers can modify teachers' guides and manuals as needed to suit learners' abilities but must meet learning standards and competencies. Daily lesson plans and logs must be written in the language of the teachers' guides and manuals, except for Grade 1 which does not need to translate to the mother tongue.
The document is a curriculum guide for teaching Mother Tongue (the local or native language) to students in Grade 1 in the Philippines. It outlines the overall goal of developing literate and well-rounded students. It describes desired learning outcomes including knowledge, skills, values, critical thinking and contribution to society. The core standard is using one's Mother Tongue appropriately in various contexts. Key standards for Grades K-3 are also outlined. Specific grade 1 standards cover oral language, phonological skills, and book and print knowledge. Competencies under each standard describe what students should be able to do, such as talk about pictures, retell stories, recognize rhyming words, and understand book conventions.
The Four E's of Effective Learning: Teaching Tips for Helping Students Become...Cengage Learning
The Four E's of Effective Learning: Teaching Tips for Helping Students Become More Effective Learner
4/29/2014
Presenter: Jeffrey S. Nevid, St. John's University of New York
“Hey, Prof, I read the text but I just don’t get it.” Students who do poorly on exams may be motivated to succeed, but lack the effective learning skills they need to grasp key concepts in psychology and understand how these concepts apply in daily life. Effective learning takes work, but it also involves the development of four key skills that comprise the Four E’s of effective learning: (1) Engaging interest; (2) Encoding important information; (3) Elaborating meaning; and (4) Evaluating progress.
Join Dr. Nevid for a one-hour webinar focusing on how you can help students become more effective learners. Examples of classroom-based instructional techniques and textbook pedagogical tools will be discussed, as well as effective study tips students can use when preparing for exams. The presentation is informed by evidence-based pedagogy based on research Dr. Nevid has conducted on concept signaling, mastery quizzing, journaling, and the retrieval effect, as well as research on processes of learning and memory.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
The document describes the functions of the muscular system and how muscles work with bones to enable movement. It explains that tendons connect muscles to bones and muscles work in pairs, with one contracting as the other relaxes, causing movement. The skeletal and muscular systems coordinate with each other through this process to allow the body to move.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
List of summative assessment tools for written work an excerpt of dep ed orde...EDITHA HONRADEZ
The document outlines guidelines for summative assessment in Philippine K-12 education. It states that while there is one quarterly assessment, students should complete written work and performance tasks throughout the quarter to demonstrate their skills after each unit. It provides a list of summative assessment tools for different subject areas, including unit tests, essays, reports, concept maps, lab reports, and reaction papers. The tools are intended to assess students' skills in a variety of written output formats.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Artistic literacy is experiencing arts education in a way that allows a student to infer their own meaning about an artistic work. To be able to thoughtfully discuss why the work does or does not appeal to them. To actively seek out arts experiences.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document provides an overview and sample of a lesson exemplar for teaching biological organization. It includes sections for curriculum content and standards, learning resources, teaching procedures, and assessment. The teaching procedures section details the steps to be taken before, during, and after the lesson. This includes activating prior knowledge, explaining the lesson purpose, conducting the lesson proper through developing understanding of key ideas, and making generalizations after. The goal is for learners to understand the different levels of biological organization in an organism and how each level is interconnected and important for the sustainable development goals.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
The document defines key concepts related to curriculum including that a curriculum is a structured set of learning outcomes and objectives that define the "what" of teaching. It also discusses factors that determine the significance, learnability, and feasibility of curriculum content. Assessment in relation to curriculum is described as collecting student achievement information based on curriculum expectations. Different levels of student achievement standards are outlined. Instruction is defined as the methods used to deliver the curriculum and several factors that influence the effectiveness of instruction are provided.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
Guidelines in Preparing Different Types of TestsJervis Panis
This document discusses guidelines for preparing different types of tests to assess learning outcomes. It describes four levels of learning outcomes: knowledge, process, understanding, and product/performance. Each level can be assessed using different tools. Objective tests like multiple choice, true/false, and matching are described. Essay tests that allow subjective responses are also covered. The key aspects of a good test discussed are validity, reliability, and usability. Principles for constructing clear test items are provided.
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.
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.
The document is a curriculum guide for teaching Mother Tongue (the local or native language) to students in Grade 1 in the Philippines. It outlines the overall goal of developing literate and well-rounded students. It describes desired learning outcomes including knowledge, skills, values, critical thinking and contribution to society. The core standard is using one's Mother Tongue appropriately in various contexts. Key standards for Grades K-3 are also outlined. Specific grade 1 standards cover oral language, phonological skills, and book and print knowledge. Competencies under each standard describe what students should be able to do, such as talk about pictures, retell stories, recognize rhyming words, and understand book conventions.
The Four E's of Effective Learning: Teaching Tips for Helping Students Become...Cengage Learning
The Four E's of Effective Learning: Teaching Tips for Helping Students Become More Effective Learner
4/29/2014
Presenter: Jeffrey S. Nevid, St. John's University of New York
“Hey, Prof, I read the text but I just don’t get it.” Students who do poorly on exams may be motivated to succeed, but lack the effective learning skills they need to grasp key concepts in psychology and understand how these concepts apply in daily life. Effective learning takes work, but it also involves the development of four key skills that comprise the Four E’s of effective learning: (1) Engaging interest; (2) Encoding important information; (3) Elaborating meaning; and (4) Evaluating progress.
Join Dr. Nevid for a one-hour webinar focusing on how you can help students become more effective learners. Examples of classroom-based instructional techniques and textbook pedagogical tools will be discussed, as well as effective study tips students can use when preparing for exams. The presentation is informed by evidence-based pedagogy based on research Dr. Nevid has conducted on concept signaling, mastery quizzing, journaling, and the retrieval effect, as well as research on processes of learning and memory.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
The document describes the functions of the muscular system and how muscles work with bones to enable movement. It explains that tendons connect muscles to bones and muscles work in pairs, with one contracting as the other relaxes, causing movement. The skeletal and muscular systems coordinate with each other through this process to allow the body to move.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
List of summative assessment tools for written work an excerpt of dep ed orde...EDITHA HONRADEZ
The document outlines guidelines for summative assessment in Philippine K-12 education. It states that while there is one quarterly assessment, students should complete written work and performance tasks throughout the quarter to demonstrate their skills after each unit. It provides a list of summative assessment tools for different subject areas, including unit tests, essays, reports, concept maps, lab reports, and reaction papers. The tools are intended to assess students' skills in a variety of written output formats.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
Artistic literacy is experiencing arts education in a way that allows a student to infer their own meaning about an artistic work. To be able to thoughtfully discuss why the work does or does not appeal to them. To actively seek out arts experiences.
The document outlines a table of specification for an 8th grade mathematics exam covering measures of central tendency and variability for ungrouped and grouped data. It lists 4 topics that will be assessed, including finding and describing measures of central tendency like mean, median, and mode for ungrouped and grouped data. It also covers calculating and describing measures of variability such as range, standard deviation, and variance for ungrouped and grouped data. The table specifies the number of questions that will be asked at different difficulty levels for each topic area and competency. A total of 35 questions will be included on the exam.
This document provides an overview and sample of a lesson exemplar for teaching biological organization. It includes sections for curriculum content and standards, learning resources, teaching procedures, and assessment. The teaching procedures section details the steps to be taken before, during, and after the lesson. This includes activating prior knowledge, explaining the lesson purpose, conducting the lesson proper through developing understanding of key ideas, and making generalizations after. The goal is for learners to understand the different levels of biological organization in an organism and how each level is interconnected and important for the sustainable development goals.
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
The document defines key concepts related to curriculum including that a curriculum is a structured set of learning outcomes and objectives that define the "what" of teaching. It also discusses factors that determine the significance, learnability, and feasibility of curriculum content. Assessment in relation to curriculum is described as collecting student achievement information based on curriculum expectations. Different levels of student achievement standards are outlined. Instruction is defined as the methods used to deliver the curriculum and several factors that influence the effectiveness of instruction are provided.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Weekly Learning Competency Directory and Test Item BankVicente Antofina
Weekly Learning Competencies Directory and Test Item Bank for ALS is tracking mechanism of learning competencies taught within a week,monthly or quarterly. This will also facilitate the construction of test items for weekly, monthly, and quarterly assessments of learning by learning level and strand.
Guidelines in Preparing Different Types of TestsJervis Panis
This document discusses guidelines for preparing different types of tests to assess learning outcomes. It describes four levels of learning outcomes: knowledge, process, understanding, and product/performance. Each level can be assessed using different tools. Objective tests like multiple choice, true/false, and matching are described. Essay tests that allow subjective responses are also covered. The key aspects of a good test discussed are validity, reliability, and usability. Principles for constructing clear test items are provided.
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.
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.
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.
The document discusses instructional objectives and how they differ from goals. It defines objectives as explicit and measurable performances students must accomplish to reach an overall goal. It emphasizes that objectives need to include specific, measurable behaviors and conditions. The document compares goals, objectives, and learner outcomes. It also discusses Bloom's taxonomy and how it categorizes cognitive domains that objectives can address. Later, it introduces affective and psychomotor domains beyond just cognitive. It stresses the importance of objectives being specific, measurable, attainable, relevant, and time-bound. Examples are provided of well-written instructional objectives across the three learning domains.
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.
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
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 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.
The document discusses what instructional objectives are, how they are written using the three parts of conditions, performance, and criteria, and why they are important for focusing learning, choosing instructional strategies, and developing assessments. Instructional objectives specify the skills students will be able to demonstrate after instruction and are written from the student's perspective using measurable verbs to clearly define what a learner must do to show mastery of a topic.
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 by bloom's taxonomyDani Paul
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Bloom's Taxonomy outlines six levels of learning domains in the Cognitive Domain:
1. Knowledge involves recalling information.
2. Comprehension requires understanding the meaning of information.
3. Application involves using knowledge in real-world situations.
4. Analysis refers to breaking down information into constituent parts.
5. Synthesis requires creating new structures by combining ideas.
6. Evaluation assesses the effectiveness of ideas against external criteria.
The document discusses writing instructional objectives for educational courses. It provides:
1) Instructional objectives state what students are expected to learn and be able to do after instruction. They are specific, observable, and measurable.
2) There are four components to an objective: the action verb, conditions, standard, and intended audience (the student). The action verb is the most important as it states what the student will be able to do.
3) Objectives are categorized into three domains: cognitive (thinking), affective (attitudes/feelings), and psychomotor (physical skills). The cognitive domain has six levels including knowledge, comprehension, and evaluation.
Performance Assessment fo students using specific Instructional ObjectivesDr. N. Asokan
This document discusses using a taxonomy framework to align instructional objectives, activities, and assessments. It assessed 56 mechanical engineering students on objectives related to engineering mechanics. Objectives were written using a standard format and placed in cells of the taxonomy table based on cognitive process and knowledge dimensions. Corresponding instructional activities and assessments were developed to match each objective. Analysis found the objectives, activities, and assessments were strongly aligned within the taxonomy framework, allowing systematic planning and evaluation of student learning.
This document provides a list of action verbs that can be used in resumes and cover letters to describe one's skills and experiences in different areas such as management, communication, research, technical skills, teaching, finances, creativity, helping others, and clerical or detail-oriented work. The verb list includes over 150 verbs organized by skill category to help job seekers effectively communicate their qualifications.
This is the third Powerpoint in a Series sharing Environmental education activities with a view to instilling Mindfulness about Climate Change.
This Powerpoint demonstrates a creative approach to teaching Sustainability Education - showing examples of active and passive games, puzzles, quizzes, extra-curricular experiments, drama and workshops, with the key focus being on climate change. The aim is to show how to instil a keener consciousness about climate change through creativity and play.
Quadrant A verbs involve basic recall and identification skills. Quadrant B verbs involve applying and demonstrating skills. Quadrant C verbs involve analyzing, evaluating, and comparing concepts or ideas. Quadrant D verbs involve strategic thinking skills such as creating, designing, and adapting to new challenges.
Blooms Taxonomy outlines different levels of learning. The first level is remembering, which involves recalling and recognizing learned information through activities like listing, identifying, naming, and finding. At this level, learners can recall information.
The document summarizes Bloom's revised taxonomy, which organizes learning objectives into six categories from simplest to most complex: knowledge, comprehension, application, analysis, evaluation, and creation. It lists verbs associated with each level of learning.
The document provides a list of English and Spanish prefixes and their meanings to help improve grammar skills. It includes over 100 prefixes in English and Spanish with examples of how they are used to form different words. The prefixes give additional meaning to the words they are attached to, such as changing the meaning from positive to negative or describing an amount. The document serves as a reference for understanding how prefixes alter a word's definition.
This document provides a comprehensive list of powerful verbs that can be used in resumes to describe skills and accomplishments. It categorizes the verbs into different skill types including management, organization, communication, analytical, helping, selling, and creative skills. The complete list contains over 300 verbs to concisely highlight qualifications and experiences.
This document provides a summary of Bloom's Taxonomy, which categorizes levels of learning into six groups: Knowledge, Comprehension, Application, Analysis, Evaluation, and Creation. For each category, it defines the cognitive process, provides example action verbs, and describes the role of the teacher and potential learning activities that align with that process. The goal is to help teachers understand different types of learning and thinking skills and design lessons accordingly.
The document lists 100 of the most common verbs in English. Some of the verbs included are: do, have, know, read, suggest, allow, eat, learn, remember, take, answer, explain, leave, run, talk, ask, fall, like, say, tell, be, feel, listen, see, think, bring, change, and use.
Arrange, assemble, bake, and bargain were among the action verbs the sixth grade students were asked to look up in Bahasa Malaysia. They were to find the meanings of over 50 verbs to expand their vocabulary in both English and the local language.
The document lists various verbs related to remembering, understanding, applying, analyzing, evaluating, and creating information. It includes common verbs like describe, explain, apply, analyze, evaluate, and create that are used when working with information at different levels.
1. The document outlines learning outcomes for a time management training program. The outcomes include being able to identify effective time management strategies, extrapolate strategies to fit personal habits and needs, and apply and analyze new strategies.
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3. Instructors will assess learning through surveys, intentional interactions with students, and focus groups to evaluate the effectiveness of the program.
Similar to Writing Instructional and Behavioral Objectives (10)
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1. Frame of Reference in Writing Instructional Objectives
Levels of Instruction Examples of Action Verbs
Lower – Level of Cognitive Domain Recall Compare
Knowledge Translate Apply
Comprehension Interpret Explain
Application Estimate Identify
Higher – Level Thinking Skills Classify Design
Analysis Analyze Judge
Synthesis Relate Predict
Evaluation Formulate Distinguish
Affective – Learning Outcomes Listen Value
Attitudes Respond Respect
Interests Participate Follow
Appreciations Seek Volunteer
Adjustments Demonstrate Resist
Performance Outcomes Speak Write
Procedure Sing Construct
Product Draw Perform
Problem Solving Compute Dance
2. Selected Verbs Used in Writing Behavioral Objectives
McNeil, J.D. And Wiles, J. (1990). The essentials of teaching – Decisions, plans, methods. NY: Macmillan Publishing Co
Creative behaviors
Alter generalize question regroup rephrase rewrite
Ask modify rearrange rename restate simplify
change paraphrase recombine reorder restructure synthesize
design predict reconstruct reorganize retell systematize
Complex, logical and judgmental behaviors
analyze combine contrast designate formulate plan
appraise compare criticize determine generate structure
assess conduct deduct discover induce suggest
defend evaluate infer substitute
General discriminative behaviors
choose describe discriminate indicate match place
collect detect distinguish isolate omit point
define differentiate identify list order select
pick separate
Social behaviors
accept answer cooperate forgive laugh reply
admit argue dance greet meet smile
agree communicate disagree help participate talk
aid complement discuss interact permit thank
allow contribute excuse invite praise visit
join react volunteer
Miscellaneous
aim erase hunt peel scratch store
attempt expand include pin send strike
begin extend inform position serve supply
bring feel kneel present sew support
buy finish lay produce share switch
come fit lead propose sharpen take
complete fix lend provide shoot tear
correct flip let put shorten touch
crease get light raise shovel try
crush give make relate shut twist
develop grind mend repair signify type
distribute guide miss repeat slip use
do hand offer return slide vote
drop hang open ride spread watch
end hold pack rip stake weave
hook pay save start work
3. Action Verbs
Adapted from: AT&T (1987) the trainer’s library: Techniques of instructional development. MA: Reading, Addison-Wesley
Publishing Co. Inc.
Simple Tasks
attend describe duplicate label omit repeat
choose designate find list order select
collect detect identify mark place state
complete differentiate imitate match point tally
copy distinguish indicate name provide tell
define distribute isolate note recall underline
Study Skills
arrange circle find itemize record signify
attempt classify follow locate relate sort
categorize compile formulate map reproduce suggest
chart consider gather organize return support
cite diagram include quote search underline
volunteer
Analysis Skills
analyze conclude defend generate present plan
appraise contrast evaluate induce save switch
combine criticize explain infer shorten
compare deduce formulate paraphrase structure
Synthesis Skills
alter generalize question rename restructure synthesize
change modify rearrange reorganize retell systematize
design paraphrase recombine reorder rewrite
expand predict reconstruct rephrase signify
extend propose regroup restate simplify
Language
abbreviate articulate indent punctuate spell translate
accent capitalize outline read state type
alphabetize edit print recite summarize verbalize
argue hyphenate pronounce speak syllabicate write
Arts and Crafts
assemble dab frame mix procedure smooth
blend dot grind mold roll stamp
brush draw hammer nail rub stick
build drill handle paint wrap stir
carve finish heat paste sand trace
color fit illustrate pat saw trim
construct fix make position shake varnish
crush fold melt pour sharpen wipe
4. cut form mend press sketch wrap
Mathematics
add compute extract interpolate prove tabulate
bisect count extrapolate measure reduce tally
calculate derive graph multiply solve verify
check divide group number square
compound estimate integrate plot subtract
Drama
act cross emit move perform show
clasp direct express pantomime proceed start
correct display leave pass respond turn
Music
blow compose harmonize play sing whistle
bow conduct hum pluck strum
clap finger mute practice tap
Physical
arch climb hit march ski Swim
bat coach hop perform skip Swing
bend coordinate jump pitch somersault Throw
carry critique kick run stand Toss
catch float knock score stretch
chase grip lift skate strike
Science
calibrate connect decrease dissect grow insert
compound convert demonstrate graft increase
Attitude/Affective Action Verbs
Accept, listen, respond to
Comply with, follow, volunteer
Support, relinquish
Theorize, formulate, balance, examine
Revise, require, argue, resist, manage, resolve