This document provides guidance on writing effective learning objectives. It discusses the importance of learning objectives, workshop objectives on writing objectives, the basics of objectives, levels of objectives, and the ABCDS (audience, behavior, condition, degree) of objectives. It covers Bloom's taxonomy, problematic words to avoid, characteristics of good versus bad objectives, and how to assess objectives. Examples are provided throughout to illustrate good and bad objectives. The document concludes with tips and contact information for its author.
This document discusses writing learning objectives using Bloom's Taxonomy. It begins by defining what objectives and goals are, and the differences between objectives and outcomes. Objectives should be specific, measurable statements of what students will be able to do after instruction, while goals are broader descriptions of a program. The document then explains Bloom's Taxonomy, which provides a framework for classifying educational objectives according to the level of thinking required, from basic recall or knowledge to higher-order thinking skills. It provides examples of writing objectives using verbs associated with different levels of Bloom's Taxonomy, and advises on framing objectives around a specific audience, behavior, and criteria.
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
By the end of this presentation, participants will be able to:
1. Define the differences between goals, objectives, and learning objectives
2. Recognize the importance of writing clear learning objectives
3. Use the A+B+C+D format to write student-centered learning objectives that describe observable behaviors and can be evaluated.
The document discusses instructional learning objectives and provides tips for writing effective objectives. Instructional objectives should define specific, measurable behaviors that students will demonstrate. Objectives express what students will do and provide a link between expectations, teaching, and assessment in a simple, unambiguous way focused on student performance rather than teacher activities.
The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
This document provides guidance on writing effective learning objectives. It discusses the importance of learning objectives, workshop objectives on writing objectives, the basics of objectives, levels of objectives, and the ABCDS (audience, behavior, condition, degree) of objectives. It covers Bloom's taxonomy, problematic words to avoid, characteristics of good versus bad objectives, and how to assess objectives. Examples are provided throughout to illustrate good and bad objectives. The document concludes with tips and contact information for its author.
This document discusses writing learning objectives using Bloom's Taxonomy. It begins by defining what objectives and goals are, and the differences between objectives and outcomes. Objectives should be specific, measurable statements of what students will be able to do after instruction, while goals are broader descriptions of a program. The document then explains Bloom's Taxonomy, which provides a framework for classifying educational objectives according to the level of thinking required, from basic recall or knowledge to higher-order thinking skills. It provides examples of writing objectives using verbs associated with different levels of Bloom's Taxonomy, and advises on framing objectives around a specific audience, behavior, and criteria.
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
By the end of this presentation, participants will be able to:
1. Define the differences between goals, objectives, and learning objectives
2. Recognize the importance of writing clear learning objectives
3. Use the A+B+C+D format to write student-centered learning objectives that describe observable behaviors and can be evaluated.
The document discusses instructional learning objectives and provides tips for writing effective objectives. Instructional objectives should define specific, measurable behaviors that students will demonstrate. Objectives express what students will do and provide a link between expectations, teaching, and assessment in a simple, unambiguous way focused on student performance rather than teacher activities.
The document discusses principles of learning objectives. It defines learning objectives and explains their importance in providing clarity of purpose and a basis for evaluation. Key components of a good learning objective include being specific, measurable, achievable, relevant and time-bound. Objectives should specify an action verb, audience, expected behavior, standard and condition. Bloom's taxonomy is presented as a framework for classifying objectives according to cognitive levels from remembering to creating. Sample learning objectives at different cognitive levels are provided following the structure of specifying an action verb, audience and object.
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
This document provides guidance on writing effective learning objectives. It explains that learning objectives should describe what students will be able to do after instruction using a measurable verb. Learning objectives have three parts - the description, condition, and criteria. The description is the skill or knowledge students will gain. The condition provides context for how the skill will be performed. The criteria establishes how well the skill must be demonstrated. Well-written learning objectives are aligned to curriculum standards and incorporate different levels of thinking based on Bloom's Taxonomy. The document provides examples to illustrate how to write learning objectives that meet these criteria.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
[1] The document discusses instructional planning frameworks, specifically comparing a traditional framework (B) to Understanding by Design (UbD) (framework A).
[2] It then provides details on the three stages of the UbD framework - Stage 1 involves defining desired results through content standards, understanding goals, and student objectives; Stage 2 focuses on assessment evidence; and Stage 3 is the learning plan.
[3] Key aspects of each UbD stage are outlined, and important points about aligning instructional planning with department visions and standards are noted.
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
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.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
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.
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document discusses student learning outcomes and provides examples. It defines student learning outcomes as the knowledge, skills, attitudes, and habits students are expected to acquire. It lists characteristics of good learning outcomes and provides a sample for mathematics. It also describes three types of learning outcomes: cognitive, psychomotor, and affective. For each type, it lists categories and example verbs to describe different levels.
The document discusses discipline in the classroom and its importance for teachers. It outlines some unfavorable learning conditions like overcrowding, poor lighting, and inappropriate seating that can negatively impact discipline. Teachers' management skills and students' varied backgrounds in family, abilities, and emotions also influence discipline. The document recommends employing cooperative learning, varied teaching techniques, and developing patience and respect for students to improve discipline. Teachers should establish a desirable learning environment rather than solely blaming students, groups, or others for discipline issues.
In this presentation we will take you through understanding the role of goals, objectives, and essential questions when developing both your syllabus and your coursework. We will also touch upon the role of Bloom's Taxonomy and how to better understand your students and the outcomes for your courses.
This document discusses trends in education moving from teacher-focused to student-centered learning and the increasing role of technology. It notes that classrooms are becoming more student-centered due to technology that allows for flexible models and active engagement between students and teachers. This shift places importance on projects, collaboration, critical thinking and social skills over grades alone. While it allows students more autonomy and active learning, student-centered approaches can feel noisy and some students may miss information. The document also discusses the growing role of educational technology in engaging students through tools that facilitate collaboration, tailored content and assistive technologies for special needs. Technology provides benefits like interactivity, access to information and insights but can also be distracting and threaten privacy and security and reduce
Learning objectives and learning outcomespoonam sharma
The document discusses learning objectives, learning outcomes, and the differences between them. Learning objectives are statements that define the expected goals of an educational activity and describe what a teacher hopes students will learn. Learning outcomes are formal statements that describe what a student will be able to do after learning a topic or concept and should be observable, measurable, and understood by all stakeholders.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document introduces the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to the training specialists at Letstalk.com. The 5-step ADDIE model provides a framework for developing effective training materials in a efficient manner. The document outlines each step of the ADDIE model, describing the key activities involved in analyzing needs, designing curriculum, developing materials, implementing training, and evaluating outcomes. The overall goal is for training specialists to understand and apply the ADDIE process to planning and creating instructional programs.
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
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.
This document discusses how to write effective learning objectives using the ABCD method and Bloom's Taxonomy. It explains that learning objectives should describe what the student will be able to do after instruction using an active verb. The ABCD method specifies that objectives should include the Audience, Behavior, Condition, and Degree. Bloom's Taxonomy provides a hierarchy of cognitive verbs to specify the depth of learning. The document guides writing objectives, designing lesson plans, and assessments to align with objectives and information literacy standards.
This document provides guidance on writing effective learning objectives. It explains that learning objectives should describe what students will be able to do after instruction using a measurable verb. Learning objectives have three parts - the description, condition, and criteria. The description is the skill or knowledge students will gain. The condition provides context for how the skill will be performed. The criteria establishes how well the skill must be demonstrated. Well-written learning objectives are aligned to curriculum standards and incorporate different levels of thinking based on Bloom's Taxonomy. The document provides examples to illustrate how to write learning objectives that meet these criteria.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
Bloom’s Taxonomy is a framework for classifying educational goals, it was designed to define and differentiate between different levels of human cognition.
The document discusses the importance of establishing clear learning targets to guide effective instruction, assessment, and student learning. It emphasizes that learning targets should be broken down into specific statements of intended learning that are understandable to students. When teachers identify precise learning targets and student outcomes, they can better plan intentional lessons, select appropriate assessments, and help students understand what is expected of them.
[1] The document discusses instructional planning frameworks, specifically comparing a traditional framework (B) to Understanding by Design (UbD) (framework A).
[2] It then provides details on the three stages of the UbD framework - Stage 1 involves defining desired results through content standards, understanding goals, and student objectives; Stage 2 focuses on assessment evidence; and Stage 3 is the learning plan.
[3] Key aspects of each UbD stage are outlined, and important points about aligning instructional planning with department visions and standards are noted.
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
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.
"Competency Based Education" presentation and the the role of innovation in the digital and knowledge based society
"Competency Based Education" Movie https://www.youtube.com/watch?v=Y1HesKOg4a0&feature=youtu.be
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
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.
The document provides guidance on developing an effective lesson plan. It instructs the reader to identify the group of students they will be teaching. It then discusses key elements of an effective lesson such as learning objectives, outcomes, hook, main content, and plenary. The document emphasizes varying activities, differentiation, challenge, and improvisation. It provides examples of how to structure different parts of the lesson and engage students. The overall goal is to help the reader design a lesson to meet the specific needs of their group of learners.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document discusses student learning outcomes and provides examples. It defines student learning outcomes as the knowledge, skills, attitudes, and habits students are expected to acquire. It lists characteristics of good learning outcomes and provides a sample for mathematics. It also describes three types of learning outcomes: cognitive, psychomotor, and affective. For each type, it lists categories and example verbs to describe different levels.
The document discusses discipline in the classroom and its importance for teachers. It outlines some unfavorable learning conditions like overcrowding, poor lighting, and inappropriate seating that can negatively impact discipline. Teachers' management skills and students' varied backgrounds in family, abilities, and emotions also influence discipline. The document recommends employing cooperative learning, varied teaching techniques, and developing patience and respect for students to improve discipline. Teachers should establish a desirable learning environment rather than solely blaming students, groups, or others for discipline issues.
In this presentation we will take you through understanding the role of goals, objectives, and essential questions when developing both your syllabus and your coursework. We will also touch upon the role of Bloom's Taxonomy and how to better understand your students and the outcomes for your courses.
This document discusses trends in education moving from teacher-focused to student-centered learning and the increasing role of technology. It notes that classrooms are becoming more student-centered due to technology that allows for flexible models and active engagement between students and teachers. This shift places importance on projects, collaboration, critical thinking and social skills over grades alone. While it allows students more autonomy and active learning, student-centered approaches can feel noisy and some students may miss information. The document also discusses the growing role of educational technology in engaging students through tools that facilitate collaboration, tailored content and assistive technologies for special needs. Technology provides benefits like interactivity, access to information and insights but can also be distracting and threaten privacy and security and reduce
Learning objectives and learning outcomespoonam sharma
The document discusses learning objectives, learning outcomes, and the differences between them. Learning objectives are statements that define the expected goals of an educational activity and describe what a teacher hopes students will learn. Learning outcomes are formal statements that describe what a student will be able to do after learning a topic or concept and should be observable, measurable, and understood by all stakeholders.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document introduces the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional design model to the training specialists at Letstalk.com. The 5-step ADDIE model provides a framework for developing effective training materials in a efficient manner. The document outlines each step of the ADDIE model, describing the key activities involved in analyzing needs, designing curriculum, developing materials, implementing training, and evaluating outcomes. The overall goal is for training specialists to understand and apply the ADDIE process to planning and creating instructional programs.
A great deal of your time university will be spent thinking; thinking about what people have said,
what you have read, what you yourself are thinking and how your thinking has changed. It is
generally believed that the thinking process involves two aspects: reflective thinking and critical
thinking. They are not separate processes; rather, they are closely connected (Brookfield 1987).
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.
This document discusses how to write effective learning objectives using the ABCD method and Bloom's Taxonomy. It explains that learning objectives should describe what the student will be able to do after instruction using an active verb. The ABCD method specifies that objectives should include the Audience, Behavior, Condition, and Degree. Bloom's Taxonomy provides a hierarchy of cognitive verbs to specify the depth of learning. The document guides writing objectives, designing lesson plans, and assessments to align with objectives and information literacy standards.
This document outlines an IT customer service soft skills training session. The training aims to teach participants how to enhance the customer experience while solving problems using soft skills. These soft skills include setting the right tone and pace in interactions, using care phrases, active listening, demonstrating empathy, providing proactive service, and confirming customer satisfaction before ending calls. The training covers best practices for applying these soft skills during each step of the customer interaction from opening to closing.
AAC&U Members on Trends in Learning Outcomes AssessmentRobert Kelly
56% of AAC&U member institutions assess learning outcomes across the curriculum in departments. This is up from 42% in 2008. 77% assess outcomes in all or most departments, while 16% do so in a few or no departments.
Assessment of cumulative learning outcomes in general education has also increased, from 52% in 2008 to 67% in 2015. Institutions most commonly use rubrics applied to student work and culminating projects to assess general education outcomes. Use of rubrics has increased while use of standardized tests has decreased.
When using AAC&U VALUE rubrics, critical thinking and written communication rubrics are used most often by institutions to assess general education student learning outcomes.
The ADDIE model is an instructional design framework consisting of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. It was originally developed for the US Army to provide a flexible guideline for building effective training tools. The phases can be iterative and not strictly linear. Analysis involves determining learning objectives and needs. Design develops instructional plans and content. Development creates materials and media. Implementation delivers and tests the instruction. Evaluation assesses effectiveness throughout and after the process.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
The document discusses how to write effective learning objectives using Bloom's taxonomy. It begins by defining learning objectives as statements that describe specific skills or knowledge students will demonstrate after a lesson. Common mistakes like using "understand" or "know" are avoided by focusing on observable and measurable actions. Bloom's taxonomy categorizes six levels of intellectual skills - from basic recall to advanced evaluation - that objectives can target. Using Bloom's levels helps write objectives that scaffold learning from fundamental to high-level knowledge.
The document provides an analysis of teaching a lesson on the simple present tense. It outlines the curriculum requirements, limitations of students' knowledge, and necessary resources. It then describes the instructional goals of teaching grammar rules for the simple present tense positively, negatively, and in questions/short answers. Assessments will evaluate students listening to a video, participating in class, and completing internet activities. Teaching strategies will include participation, brainstorming, feedback and active online activities. Students' understanding will be assessed through practice, questions, and results of written and oral activities.
The document discusses multimedia systems and the process of designing systematic teaching. It defines multimedia systems as combining various elements like text, graphics, animation, sound and video to present information. The main elements are described as text, graphics, video, animation, audio and hypermedia. It then explains the ADDIE model of instructional design which consists of the five phases of analysis, design, development, implementation and evaluation. Each phase of the ADDIE model is described in one or two sentences.
The document discusses the ADDIE model of instructional design. ADDIE is an acronym that stands for Analyze, Design, Develop, Implement, and Evaluate, which are the five key phases of a common instructional design process. Each phase is described in detail, including needs analysis in Analyze, creating objectives and testing strategies in Design, developing lesson plans and materials in Develop, delivering instruction in Implement, and evaluating effectiveness in Evaluate. The document emphasizes that instructional design considers factors like learning objectives, learner characteristics, and evaluation to create effective instruction.
The ADDIE model is an instructional design model consisting of 5 phases: Analysis, Design, Development, Implementation, and Evaluation. The Analysis phase involves gathering data to determine training needs and goals. In the Design phase, objectives and lessons are created. During Development, materials and activities are produced. In Implementation, the training is delivered. Finally, Evaluation assesses the effectiveness of the training through various methods. The ADDIE model provides a systematic approach to creating effective instructional materials and programs.
The document discusses the ADDIE model for systematic teaching design. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. In the analysis phase, teachers analyze students, the learning environment, teaching content and outcomes. In the design phase, teachers form objectives and choose teaching strategies. In the development phase, teachers prepare teaching materials. In the implementation phase, teaching takes place. In the evaluation phase, formative and summative evaluations are conducted to improve the teaching process.
The ADDIE model is a five-phase instructional design model that is commonly used by instructional designers to develop effective training programs. The five phases are analysis, design, development, implementation, and evaluation. In the analysis phase, learning needs are identified. In design, learning objectives are established. Development involves creating instructional materials. Implementation is delivering the training. Evaluation assesses the effectiveness of the training. The ADDIE model provides a systematic approach to creating instruction but can be time-consuming and require revisions between phases.
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
In this presentation, we will use ADDIE as a guide to discuss the life-cycle of an e-learning project, with special focus on the tasks involved in each phase.
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
The document discusses the five phases of instructional system design (ISD) for developing a training course: analyze, design, develop, implement, and evaluate. It provides details on each phase, including analyzing tasks and needs, designing goals/objectives and learning steps, developing instructional materials and activities, implementing the course, and evaluating effectiveness. The key aspects are analyzing requirements, designing measurable objectives and a structure/sequence, developing materials to meet objectives, implementing the course as planned, and evaluating each phase and making adjustments.
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document provides information about a 3-day training for teachers on School-Based Management. It includes:
1) An overview of the training objectives which are to align teaching practices with competency standards, appraise teacher and student performance, and develop individual professional development plans.
2) A schedule of sessions over the 3 days which will cover topics like the competency standards, assessing student performance, and developing professional development plans.
3) Details of the first session on setting expectations and understanding the importance of training for developing teaching competencies.
This document provides an overview of several instructional design models and processes for developing training programs. It describes the ASSURE instructional design model which involves analyzing learners, stating objectives, selecting methods/materials, utilizing technology, requiring participation, and evaluating. It also outlines the Dick and Carey instructional design model involving goal identification, analysis, objective writing, assessment development, strategy development, and evaluation. Additional models covered include the Jossey-Bass/Pfeiffer model involving context, user, work, content, suitability, and cost-benefit analyses. The document concludes with an overview of instructional design stages such as objective writing, developing an introduction-development-consolidation structure, writing introductory sessions, and
Writing Measurable Learning Outcomes
Sandi Osters, Director of Student Life Studies
F. Simone Tiu, Assistant Director for Institutional Effectiveness
3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
1 of 10
Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
2 of 10
students are .
Tlc november session nov 16 with curriculumwinnisk
The document outlines an agenda for a literacy consultation meeting bringing together coaches and teacher-librarians. The agenda includes discussing essential classroom literacy practices, sharing survey results on implementation of practices, and forming inquiry questions and action plans to improve support for student literacy needs. Participants will collaborate to develop shared understanding of practices and support networks.
Writing specific instructional/learning objectivesAshley Tan
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
This document discusses planning and assessment of learning outcomes. It describes how departmental outcomes are informed by institutional missions and goals. Program and service outcomes are specific to each program or service and are measured through assessment. Learning outcomes state what a student will know or be able to do as a result of a learning experience. They should be specific, measurable, attainable, results-oriented, and tailored. Bloom's taxonomy provides verbs for different levels of learning. A good outcome statement analyzes or responds rather than just having confidence or enrolling in programs. The document provides guidance on writing learning outcomes and assessing student learning to improve programs.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
This document discusses lesson planning and meaningful learning. It outlines dimensions of meaningful learning like engaging prior knowledge and learning by doing. Teachers connect these concepts through lesson planning by beginning with learning outcomes and strategies to achieve objectives while integrating information and communication technology (ICT). Specific guidelines are provided for writing instructional objectives using the ABCD method of specifying the Audience, Behavior, Conditions, and Degree. A sample lesson plan is included to demonstrate how objectives and instructional activities can be structured. The document also outlines an upcoming session that will focus on technology-enabled lessons and game-based learning.
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
This document provides information about the Chartered Institute of Environmental Health Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). It introduces the course tutor, Lloyd Dean, and outlines expectations for both parties. The course structure and assessments are described. Students will complete assignments including planning and delivering a micro-teach session, and writing summaries addressing teaching roles and responsibilities. Topics that will be covered include roles and responsibilities, learning styles, teaching planning skills, teaching styles/communication, and assessment. Students must pass all assignments to receive the PTLLS qualification.
The document discusses setting aims and learning outcomes for educational modules. It defines learning outcomes as statements that predict what learners will gain from learning. The document provides guidance on writing learning outcomes at both the program and module level, and emphasizes the importance of constructive alignment between learning outcomes, teaching activities, and assessment.
This document discusses learning outcomes and their importance. It defines learning outcomes as statements describing what a learner will know, understand, and be able to demonstrate after a learning experience. Learning outcomes focus on describing the results of learning rather than the learning process. They provide an assessment criterion and clearly specify expectations. Learning outcomes help define coherent learning units and facilitate easier assessment of learner achievements. They are an important part of defining the type and scope of learning.
This module focuses on developing critical thinking skills. It includes lessons on defining critical thinking, assessing personal skill levels, observing critical thinking in others, and improving skills. Students learn to analyze information, evaluate circumstances, and develop the ability to critically assess data outside of their own perspectives. The goals are to promote accurate understanding of situations and enhance performance through strengthened critical evaluation.
Este documento resume um workshop realizado em Moçambique sobre o uso do dispositivo Aptus para fornecer recursos educacionais digitais. O workshop incluiu atividades para identificar desafios técnicos com o Aptus, comparar modelos pedagógicos de entrega de conteúdo e desenvolver um modelo geral de rastreamento de dados dos alunos.
This document discusses open schooling and the implications of technology-enabled open schooling. It begins with introducing participants and defining open schooling. Open schooling is described as providing flexible learning opportunities utilizing various means of content delivery, including information and communication technologies (ICTs) to mitigate physical separation between teachers and learners. Key differences between open and conventional schooling are outlined. The document then discusses considerations for open schooling systems and models, including legal structures and modes of delivery. It proposes a vision for open schooling in Guyana and outlines COL's open and innovative schooling model. Finally, it discusses taking a systems approach to open schooling, identifying key subsystems including materials, learner support, and administration.
This document outlines an open pedagogy workshop presentation. It defines open pedagogy as teaching techniques that use open technologies and resources to facilitate collaborative and flexible learning. Some key aspects of open pedagogy discussed include using open educational resources (OER), openly licensing student work, and engaging students in real-world projects. The presentation provides examples of open pedagogy practices and encourages participants to brainstorm ideas for integrating open practices into their own teaching.
This document summarizes a presentation about developing open learning resources collaboratively. It discusses bringing together a team of people from different areas like instructional design, libraries, career services, and Indigenous services to create an open online book called "Pathways to Success: Opportunities for Indigenous Trades Students". The presentation notes some challenges of the collaborative process, such as it being time-consuming with multiple content creators. It also highlights benefits, such as the positive collaborative process, creating a resource to support the community, and contributing to the body of open educational resources.
Aptus para escolaridade aberta em mocambique - Fase 2Rosario Passos
Este documento descreve as atividades de abertura de um workshop sobre escolaridade aberta em Moçambique, incluindo:
1) Um questionário de boas-vindas para os participantes completarem;
2) Uma atividade de apresentação dos participantes em círculos concêntricos;
3) Uma discussão inicial sobre os desafios atuais dos Centros de Aprendizagem Aberta.
This document discusses the importance of feedback and how to effectively give and receive it. Feedback should identify strengths and areas for improvement, be constructive by focusing on specific behaviors that can be changed, and be provided and received in a mutually supportive environment to improve practice and increase confidence. Good feedback is balanced, timely, and checked for understanding rather than judgmental criticism.
This document discusses learner evaluation and assessment. It explains that students should be assessed before, during, and after instruction to determine existing knowledge, monitor learning progress, and evaluate learning outcomes. A variety of assessment methods are suggested, including projects, portfolios, tests, presentations, demonstrations, self/peer assessments, journals, and wikis, which should match the intended learning outcomes. The document provides examples of assessments and encourages strategizing assessments based on a course outline.
The document discusses the learning process and its three stages: motivation, guidance, and practice. It explains that learning is an internal, mental process that is unique to each individual. Learning cannot be directly observed, but is recognized through changes in behavior and adaptation. The three stages involve: 1) motivating learners to pay attention, 2) using guidance techniques like chunking information to move it from short-term to long-term memory, and 3) practicing and integrating information through understanding, organization, and relating it to other information.
The document describes a mini lesson cycle workshop with the following steps:
1. Setup (10 min) - Participants prepare the equipment and materials needed to deliver 3 mini lessons.
2. Mini Lesson (10 min) - Participants deliver their first mini lesson while being recorded.
3. Written Feedback (7 min) - Participants provide and receive written feedback on the mini lesson.
4. Verbal Feedback (13 min) - Participants participate in a facilitated discussion to provide and receive additional feedback.
The document discusses characteristics of effective instructors in higher education. It describes an activity where workshop participants reached a consensus on the top characteristics, which included being respectful, knowledgeable, creating a sense of community and belonging, being accessible and approachable, being organized, engaging and enthusiastic, demonstrating leadership skills, being able to shift gears, and being a collaborator and lifelong learner. The document also lists what students want in both online and face-to-face instructors, which includes many of the same characteristics like being respectful, knowledgeable, approachable, engaging, organized, responsive, and professional.
This document discusses open education and open educational resources (OER). It defines open education as using OER and open technologies to facilitate collaborative and flexible learning. OER are teaching, learning and research materials that are in the public domain or licensed under intellectual property terms that permit free use, adaptation and distribution. The document outlines Creative Commons licenses that can be applied to OER and describes how open education practices can engage students as co-creators and innovators in their learning.
This presentation discusses open textbooks and their benefits. It notes that open textbooks can increase access to higher education by reducing costs for students. Several studies found that students performed equally well or better with open textbooks compared to traditional textbooks. However, advocacy for open textbooks is still lacking. The presentation encourages students to advocate for open textbooks by creating presentations and displays for faculty, reviewing open textbooks, and forming student groups to raise awareness of high textbook costs and push for more open alternatives.
Management and e-Learning for Open Schooling - MozambiqueRosario Passos
This document provides an overview of management and e-learning for open schools. It discusses key topics such as gender equity, open school models and definitions, a systems approach to open schooling, and the differences between management and leadership. Some of the main points covered include defining gender equality and equity, examples of gender mainstreaming initiatives, an analysis of the subsystems that comprise an open school system, and the distinction that management focuses on planning and operations while leadership emphasizes vision, motivation and building trust with followers.
Gestao e e-aprendizagem para escolaridade aberta em mocambiqueRosario Passos
Este documento discute a gestão e o e-aprendizagem para a escolaridade aberta em Moçambique. [1] Discute os modelos de escolas abertas, incluindo a organização do espaço físico e do tempo, o processo de ensino-aprendizagem e as diferenças em relação às escolas convencionais. [2] Também aborda a equidade de gênero na escolaridade aberta, incluindo desafios, ferramentas e o papel dos professores e da administração. [3]
This document provides an overview of open educational resources (OER) and the BC Open Textbook Project. Some key points:
- The BC Open Textbook Project aims to create free and open textbooks for the highest enrolled subjects in BC to increase access to education and reduce costs for students.
- OER include open textbooks, simulations, wikis, blogs, and adaptive tests that can be freely used, modified, and distributed. Studies have found OER lead to equivalent or better student outcomes compared to commercial materials.
- The project highlights the high costs of textbooks for students and the impact this has on enrollment and completion. Freely available OER provide an affordable alternative to commercial textbooks.
- Faculty
BCcampus supports open education through several initiatives: developing and promoting open educational resources to reduce student costs, connecting expertise across BC post-secondary institutions, and building support for librarians and faculty to advocate for open education. BCcampus helps develop open textbooks and provides resources, grants, communities of practice, and education events to support the adoption and adaptation of open textbooks. The organization aims to lower barriers to post-secondary education through open licensing of educational materials.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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2. Learning Outcomes
You will be able to…
Write SMART learning outcomes that include
descriptions of performance, conditions and
criteria (PCC).
3. Learning Outcomes
What are learning outcomes?
Discussion (10 mins):
In groups, describe what are learning
outcomes and whether or not you use
them in your teaching
4. Learning Outcomes
Describe the knowledge, skills and
attitude you want learners to acquire
by the end of the course.
5. Learning Outcomes
Help instructors
Select content
Develop instructional strategies or
learning activities
Develop and select instructional materials
Define the assessment plan
6. Learning Outcomes
Help learners
Know what they will be able to do at the
end of a learning experience
Know the requirements of the course
Organize their learning
Prepare for the assessment
8. Characteristics of Learning Outcomes
Performance
Conditions
Criteria
P: What do they have to do? (verb to describe)
C: How do they have to do it?
C: How well must it be done?
12. Bloom’s Taxonomy
The categories of the
Taxonomy are most valuable in
suggesting various kinds of
behavior to use as outcomes.
Categories of cognitive domain
13. Learning Outcomes
Group activity (15 mins)
Write one effective learning outcome
Review and critique of learning outcomes.
Editor's Notes
From what we have discussed, learning outcomes are one important course component. They describe ….. Learning objectives, learning intentions, learning goals…
Why we need to spend hours on defining learning outcomes?
Specify learning goals or your expectations to your students
Actually, they guide you on the development of your course.
..
… remember the principle of alignment? If you don’t have a clear idea about what your students need to achieve after the course, you will have difficulty in coming up with relevant and meaningful learning activities and assessment plan.
… organize your materials in a logical way.
For students, they act as a communication tool – so that they know … . Well defined LO indicates the focus of the course, so that students know how to organize their learning and what to expect for the assessment.
One of the teaching strategies is to go through the LOs with your students in the first class so that they know what they will learn and the your expectation on their learning results.
From what we have discussed, learning outcomes are one important course component. They describe ….. Learning objectives, learning intentions, learning goals…
Why we need to spend hours on defining learning outcomes?
Specify learning goals or your expectations to your students
Actually, they guide you on the development of your course.
..
… remember the principle of alignment? If you don’t have a clear idea about what your students need to achieve after the course, you will have difficulty in coming up with relevant and meaningful learning activities and assessment plan.
… organize your materials in a logical way.
For students, they act as a communication tool – so that they know … . Well defined LO indicates the focus of the course, so that students know how to organize their learning and what to expect for the assessment.
One of the teaching strategies is to go through the LOs with your students in the first class so that they know what they will learn and the your expectation on their learning results.
From what we have discussed, learning outcomes are one important course component. They describe ….. Learning objectives, learning intentions, learning goals…
Why we need to spend hours on defining learning outcomes?
Specify learning goals or your expectations to your students
Actually, they guide you on the development of your course.
..
… remember the principle of alignment? If you don’t have a clear idea about what your students need to achieve after the course, you will have difficulty in coming up with relevant and meaningful learning activities and assessment plan.
… organize your materials in a logical way.
For students, they act as a communication tool – so that they know … . Well defined LO indicates the focus of the course, so that students know how to organize their learning and what to expect for the assessment.
One of the teaching strategies is to go through the LOs with your students in the first class so that they know what they will learn and the your expectation on their learning results.
Let us look at an example.
• S – specific
• M – measurable – mental process is invisible and hard to measure. But specific behaviors are measurable. Interpret mental process into measurable behavior change.
• A – achievable , students can achieve within your course
• R – Relevant, realistic, - motivation issue – learners loves LO that are relevant and realistic. So that they know how to apply in a real life situation.
• T – time-bound, typing 200 words in 1 min. after this course, you will be able to ….
A well written LO contains three components:
P- what? What types of K, S, A students need to acquire as a learning result. Use a verb to describe the desirable performance.
C – under which conditions,
C – how well
Let us look at some examples.
A well written LO contains three components:
P- what? What types of K, S, A students need to acquire as a learning result. Use a verb to describe the desirable performance.
C – under which conditions,
C – how well
Let us look at some examples.
when you write your outcome, on which part did you spend more time? Performance, conditions, criteria….
Performance – you spend time in figuring when verb is most suitable.
Here I would like to introduce you a job aid. You will need a bit theoretic background to use this job aid.
Educators and psychologists have given considerable thought to the various types of learning that take place in schools. Probably the most comprehensive and widely known analysis of objectives is the Bloom’s Taxonomy .
Bloom’s Taxonomy provides a consistent means of developing the single most powerful tool in instruction and the assessment of student learning outcomes - the learning or performance objective. The Taxonomy distinguishes between three major categories of
objectives termed the COGNITIVE DOMAIN, the PSYCHOMOTOR DOMAIN, and the AFFECTIVE DOMAIN. (See Section II for a more complete description of the Taxonomy.)
Affective learning of beliefs, attitudes, and values (growth in attitudes, emotion, and feelings).
Psychomotor learning of physical movements such as ballet steps, how to drive a car, how to drill out a cavity in a molar, etc.
Cognitive learning of information and the processes of dealing with that information.
when you write your outcome, on which part did you spend more time? Performance, conditions, criteria….
Performance – you spend time in figuring when verb is most suitable.
Here I would like to introduce you a job aid. You will need a bit theoretic background to use this job aid.
Educators and psychologists have given considerable thought to the various types of learning that take place in schools. Probably the most comprehensive and widely known analysis of objectives is the Bloom’s Taxonomy .
Bloom’s Taxonomy provides a consistent means of developing the single most powerful tool in instruction and the assessment of student learning outcomes - the learning or performance objective. The Taxonomy distinguishes between three major categories of
objectives termed the COGNITIVE DOMAIN, the PSYCHOMOTOR DOMAIN, and the AFFECTIVE DOMAIN. (See Section II for a more complete description of the Taxonomy.)
Affective learning of beliefs, attitudes, and values (growth in attitudes, emotion, and feelings).
Psychomotor learning of physical movements such as ballet steps, how to drive a car, how to drill out a cavity in a molar, etc.
Cognitive learning of information and the processes of dealing with that information.
Cognitive Learning Domain is of primary concern in higher education. If we are more concerned with process and problem solving activities, then the categories of the Taxonomy are most valuable in suggesting various kinds of behavior to use as outcomes.
P59
K – remembering/ recalling some factual K
C – Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
A - Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
A – Examining and breaking information into parts by identifying motives or causes. Seeing relationships and how things work. Make inferences and find evidence to support generalizations.
E – appraise, judge, critique the outcomes of any of the other level
C- putting things together, building on what you have know to create something new. Seeing new relationships or making new connections.
It shows that thinking has higher or lower level thinking. As post-secondary instructors, we need to address higher level thinking skills in our courses.
You can find a verb list in the job aid. The verbs are categorized by the categories of different domains. You can use it as a reference. But those are example verbs you can use. It is not inclusive. You may have some verbs used in your field, which define the level of learning. Or you can use a verb in a lower level categories with some conditions to describe a higher level skills.
As long as the whole sentence indicates an outcome and SMART. The verb should be fine.
Will you be able to tell three components of this LO?
Use a verb to describe the desirable performance.