Assignment-1
Instructional Goals and Objectives
Learning Objectives:
a.
The objectives should be specific
enough to provide direction for instruction but not so specific that
instruction is reduced to training. When we state our major objectives in
general terms, we provide for the integration of specific facts and
skills into complex response patterns. General statements also give the
teacher greater freedom in selecting the methods and materials of instruction.
For example, the “understanding of
scientific principles,” for example, may be achieved through lecture,
discussion, demonstration, group problem-solving activity, laboratory work, or
some combination of these methods.
b.
Statements of specific learning
outcomes for a general objective will be easier to write and will more clearly convey
instructional intent if each statement begins with an action verb that
indicates definite, observable responses (e.g., identifies, solves,
communicates).
You can use SMART objectives (Specific, Measurable, Achievable,
Relevant, Time-framed). Please check the following websites in writing the
learning objectives.
http://usagso-sg.tripod.com/22_learning_objectives.pdf
1. LEARNING GOAL: Provide examples a set
of instructional objectives for a unit of instruction in your major.
Using the
summary of steps for stating instructional objectives as a guide, restate each
of the following as specific learning outcomes.
A. See the importance of following safety
practices
B. Realize the correct way to spell technical
terms
C. Is aware of the proper use of
laboratory equipment
D.
Learn
the symbols on a weather map
2. LEARNING GOAL: Distinguish between
general instructional objectives (GIO) and specific learning outcomes (SLO).
Please provide specific learning
outcomes for the general instructional objectives.
|
GIO |
SLO |
Learns the meaning of terms. |
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Develops a more favorable attitude toward
reading. |
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Demonstrates concern for the environment. |
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Locates a position on a map. |
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Practices interpreting charts and graphs. |
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Describes the value of good study habits. |
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3.
LEARNING
GOAL: Distinguish the learning objectives according the taxonomy (cognitive
(C), affective (A), psychomotor (P) domains)
|
A |
C |
P |
Understands basic concepts. |
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Appreciates the contributions of scientists. |
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Evaluates a book. |
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Operates a slide projector. |
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Writes smoothly and legibly. |
|
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Demonstrates an interest in science. |
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4. LEARNING GOAL:
· Describe the role
of instructional objectives in the learning process.
· Explain and
interpret the types of instructional objectives that can be used.
· Distinguishes between sound and
unsound criteria for selecting instructional objectives.
Instructional objectives should |
Agree |
Disagree |
Be limited to those learning outcomes that
can be measured objectively. |
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Be
in alignment with the goals of the school. |
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Be
concerned primarily with knowledge of facts. |
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Be selected in terms of their feasibility. |
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Specify
the intended learning outcomes. |
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Be
in harmony with sound principles of learning. |
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Be
realistic in terms of the abilities of the students, time, and facilities
available |
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Not
address beyond knowledge of the specific course content |
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Be
variable to address higher-order skills |
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5. LEARNING GOAL:
Distinguishes between well-stated and poorly stated general or specific
instructional objectives.
Please distinguish A and B statements whether they are well- or poorly
stated. If poorly stated, please write a well-stated learning objective.
GENERAL |
A |
B |
A. Reads supplementary references. B. Sees the importance of reading. |
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A. Is aware of the value of money. B. Comprehends oral directions. |
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A. Shows students how
to make accurate computations. B. Judges the adequacy
of an experiment. |
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|
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A. Demonstrates
proficiency in laboratory skills. B. Gains minimum
proficiency in mathematics. |
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A. Studies weather
maps. B. Constructs weather
maps. |
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|
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A. Is familiar with
the use of the library. B. Locates references
in the library. |
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