Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Assessment is part of the everyday activities of nursing professionals. Assessment is the only way by which a teacher can know how successful his teaching was and what areas in teaching need improvement.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
This slides include evalutive tools used in assessment of skills in nursing students.
practical examination (traditional)
observational checklist
anecdotal records
Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
This slides include evalutive tools used in assessment of skills in nursing students.
practical examination (traditional)
observational checklist
anecdotal records
Demonstration is an teaching method for nurses in communication and education subject , How it help for nurses and student to understand the procedure and also help them to improve their Psychomotor skill .
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. Outline ….
I. Definition and purpose
II. Process
III. Difference between standards/goals/
objectives
VI. The four components of objectives
3. I. Definition and Purpose
Objectives are specific results that a teacher aims to
achieve within a time frame and with available resources.
Well- stated objectives help teachers clarify what
they want their students to learn.
Using objectives, teachers can evaluate whether
their students have learned and whether their own
teaching has worked.
4. II. Process
There are four major steps:
1. Decide on the learning outcomes
2. Break down the general outcomes into more specific
objectives.
3. Next, figure out how you will assess the outcomes. What
evidence you will accept that students have achieved the
understanding.
4. Plan the lessons and activities that will help students
achieve those outcomes.
5. III. Difference between standards/ goals/ objectives
1. Specificty:
Objectives are specific
Standards include more general outcome statements
Goals can be general or specific
6. 2. Long-term or short-term
Objectives are considered to be short-term because they
describe the learning outcome expected in days, weeks, or months.
Goals and standards describe learning outcomes expected to
occur at the end of a longer period of time – weeks, months, or
years.
3. Uses:
Objectives are used lesson and activity plans. Goals are also
found in units of instruction. Standards are used in state or district
curricula, or are set by professional organizations.
7. VI. The four components of objectives
1. Content
This component describes the specific subject matter to be
learned.
Teachers should be specific enough that anyone reading the
objective will understand the subject matter.
Teachers should be generic enough that the emphasis is on
knowledge and skills that are important.
8. 2. Behavior
This component states what students will do to demonstrate their
learning.
Examples of behavior include:
Say, write, list, define, predict, compare, select, etc.
Objectives should involve only one or two required behaviors.
Ojectives that include many behaviors make evaluation confusing.
9. Teachers should include alternate behaviours (write, type, or say,
for example) to allow all students, including those with disabilities, to
be successful.
Teachers have to leave out nonessential or redundant behaviors. For
example, « Students will copy the sentences and circle all nouns ».
Omit « copy the sentences ». It has nothing to do with the skill of
identifiying nouns.
Omit « be able to » as in the example, « the student will be able to make a
speech … » The phrase adds words but no meaning. Remember that the
performance is important, not an assumed ability or inability. ???
Write objectives for what the students will do, not what the
teacher will do.
10. 3. Conditions
It is important to describe the conditions, circumstances,
situation, or setting in which the student will perform the
behavior.
These conditions provide additional specificity about what
the student will learn.
11. 4. Criterion
This component describes how well the students should
perform in order to say that they have met the objective. See
pages 19-22