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7/29/2019 Determining and Formulating Goals :)
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Eddelyn D. Gupeteo
Principles of Teaching 1Summer Class
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1. Begin with the end in mind.
2. Share lesson objective with students.
3. Lesson objectives must be in the two or
three domains cognitive, affective &
psychomotor.
4. Work on significant & relevant lessonobjectives.
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5. Lesson objectives must be aligned with the
aims of education as embodied in the
Philippine Constitution & other laws & on
the vision-mission statements of theeducational institution of which you are
apart.
6. Aim at the development of critical and
creative thinking. For accountability oflearning, lesson objectives must be SMART
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A statement in specific and measurable
terms that describes what the learner will
know and/or be able to do and/or feel as aresult of engaging this learning activity.
Example: Students will list three
characteristics that make the family
medicine physician distinctive from otherspecialists in the health care system.
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1. A measurable verb
2. The important condition (if any) under
which the performance is to occur and 3. The criterion of acceptable performance
(standard).
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By knowing where you intend to go, you
increase the chances of you and the learner
ending up there Guides the teacher relative to the planning
of instruction, delivery of instruction and
evaluation of student achievement.
Guides the learner; helps him/her focusand set priorities
Allows for analysis in terms of the levels of
teaching and learning
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Shows colleagues and students what we value
Guides for the learner relative to self-
assessment
Provides a basis for analyzing the level ofcognitive thinking expected from the learner
Makes teaching more focused and organized
Provides models so that the students can
write their own objectives and thus helpsdevelop an important life long learning skill;
the setting of objectives
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Specific
Measurable
AttainableResult-oriented and relevant
Time-bound and Terminal
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COGNITIVE
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
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Examples: Recite a policy. Quote prices frommemory to a customer. Knows the safety
rules.
Key Words: defines, describes, identifies,knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
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Examples: Rewrites the principles of testwriting. Explain in one's own words the steps
for performing a complex task. Translates an
equation into a computer spreadsheet.Key Words: comprehends, converts,
defends, distinguishes, estimates, explains,
extends, generalizes, gives an example,
infers, interprets, paraphrases, predicts,rewrites, summarizes, translates.
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Examples: Use a manual to calculate anemployee's vacation time. Apply laws of
statistics to evaluate the reliability of a
written test.Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,uses.
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Examples: Troubleshoot a piece ofequipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from adepartment and selects the required tasks
for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines,
relates, selects, separates.
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Examples: Select the most effectivesolution. Hire the most qualified candidate.
Explain and justify a new budget.
Key Words: appraises, compares, concludes,contrasts, criticizes, critiques, defends,describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.
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Examples: Write a company operations orprocess manual. Design a machine to perform
a specific task. Integrates training from
several sources to solve a problem. Revises
and process to improve the outcome.
Key Words: categorizes, combines, compiles,composes, creates, devises, designs,
explains, generates, modifies, organizes,plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes,
tells, writes.
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AFFECTIVE
Receiving
Responding
Valuing
Organization
characterization
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Examples: Listen to others with respect.Listen for and remember the name of newly
introduced people.
Key Words: asks, chooses, describes,follows, gives, holds, identifies, locates,names, points to, selects, sits, erects,
replies, uses.
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Active participation on the part of the
learners. Attends and reacts to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
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Examples: Participates in classdiscussions. Gives a presentation. Questions
new ideals, concepts, models, etc. in order
to fully understand them. Know the safety
rules and practices them.
Key Words: answers, assists, aids, complies,conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites,reports, selects, tells, writes.
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The worth or value a person attaches to a
particular object, phenomenon, or
behavior. This ranges from simple acceptance
to the more complex state of
commitment. Valuing is based on the
internalization of a set of specified values,
while clues to these values are expressed in
the learner's overt behavior and are often
identifiable.
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Examples: Demonstrates belief in thedemocratic process. Is sensitive towards
individual and cultural differences (valuediversity). Shows the ability to solve
problems. Proposes a plan to social
improvement and follows through with
commitment. Informs management onmatters that one feels strongly about.
Key Words: completes, demonstrates,differentiates, explains, follows, forms,
initiates, invites, joins, justifies, proposes,reads, reports, selects, shares, studies,
works.
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Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating an
unique value system. The emphasis is on
comparing, relating, and synthesizing
values.
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Examples: Recognizes the need for balancebetween freedom and responsiblebehavior. Accepts responsibility for one's
behavior. Explains the role of systematicplanning in solving problems. Acceptsprofessional ethical standards. Creates a lifeplan in harmony with abilities, interests, and
beliefs. Prioritizes time effectively to meetthe needs of the organization, family, andself.
Key Words: adheres, alters, arranges,combines, compares, completes, defends,explains, formulates, generalizes, identifies,integrates, modifies, orders, organizes,prepares, relates, synthesizes.
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Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal, social,
emotional).
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Examples: Shows self-reliance when workingindependently. Cooperates in group
activities (displays teamwork). Uses anobjective approach in problem
solving. Displays a professional commitment
to ethical practice on a daily basis. Revises
judgments and changes behavior in light ofnew evidence. Values people for what they
are, not how they look.
Key Words: acts, discriminates, displays,
influences, listens, modifies, performs,practices, proposes, qualifies, questions,
revises, serves, solves, verifies.
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Dave's (1975): Psychootor
Imitation Observing and patterning behavior aftersomeone else. Performance may be of low quality.Example: Copying a work of art.
Manipulation Being able to perform certain actionsby following instructions and practicing. Example:Creating work on one's own, after taking lessons, orreading about it.
Precision Refining, becoming more exact. Fewerrors are apparent. Example: Working and reworkingsomething, so it will be just right.
Articulation Coordinating a series of actions,achieving harmony and internal consistency. Example:Producing a video that involves music, drama, color,sound, etc.
Naturalization Having high level performancebecome natural, without needing to think muchabout it. Examples: Michael Jordan playingbasketball, Nancy Lopez hitting a golf ball, etc.
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Harrow's (1972): Psychomotor
Reflex movements Reactions that are notlearned.
Fundamental movements Basic movementssuch as walking, or grasping.
Perception Response to stimuli such as visual,auditory, kinesthetic, or tactile discrimination.
Physical abilities Stamina that must bedeveloped for further development such asstrength and agility.
Skilled movements Advanced learnedmovements as one would find in sports or acting.
No discursive communication Effective bodylanguage, such as gestures and facialexpressions.
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The ability to use sensory cues to guide
motor activity. This ranges from sensory
stimulation, through cue selection, to
translation.
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Examples: Detects non-verbalcommunication cues. Estimate where a ball
will land after it is thrown and then movingto the correct location to catch the ball.
Adjusts heat of stove to correct temperature
by smell and taste of food. Adjusts the height
of the forks on a forklift by comparing wherethe forks are in relation to the pallet.
Key Words: chooses, describes, detects,differentiates, distinguishes, identifies,
isolates, relates, selects.
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Readiness to act. It includes mental,
physical, and emotional sets. These three
sets are dispositions that predetermine a
person's response to different situations
(sometimes called mindsets).
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Examples: acts upon a sequence of steps ina manufacturing process. Recognize one's
abilities and limitations. Shows desire tolearn a new process (motivation). NOTE: This
subdivision of Psychomotor is closely related
with the Responding to phenomena
subdivision of the Affective domain.Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
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The early stages in learning a complex skill
that includes imitation and trial and error.
Adequacy of performance is achieved by
practicing.
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Examples: Performs a mathematicalequation as demonstrated. Follows
instructions to build a model. Responds hand-
signals of instructor while learning to operate
a forklift.
Key Words: copies, traces, follows, react,reproduce, responds
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This is the intermediate stage in learning a
complex skill. Learned responses have
become habitual and the movements can be
performed with some confidence and
proficiency.
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Examples: Use a personal computer. Repaira leaking faucet. Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays, fastens,fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.
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The skillful performance of motor acts that
involve complex movement
patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated
performance, requiring a minimum of
energy. This category includes performing
without hesitation, and automatic
performance. For example, players are often
utter sounds of satisfaction or expletives as
soon as they hit a tennis ball or throw a
football, because they can tell by the feel of
the act what the result will produce.
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Examples: Maneuvers a car into a tightparallel parking spot. Operates a computer
quickly and accurately. Displays competencewhile playing the piano.
Key Words: assembles, builds, calibrates,constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates, measures,mends, mixes, organizes, sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
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Skills are well developed and the individual
can modify movement patterns to fit special
requirements.
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Imitation
Manipulation
Precision
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Examples: Responds effectively to
unexpected experiences. Modifiesinstruction to meet the needs of the
learners. Perform a task with a machine that
it was not originally intended to do (machine
is not damaged and there is no danger inperforming the new task).
Key Words: adapts, alters, changes,rearranges, reorganizes, revises, varies.
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Creating new movement patterns to fit a
particular situation or specific problem.
Learning outcomes emphasize creativity
based upon highly developed skills.
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Examples: Constructs a new theory.Develops a new and comprehensive training
programming. Creates a new gymnastic
routine.
Key Words: arranges, builds, combines,composes, constructs, creates, designs,
initiate, makes, originates.
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Select a verb for performing the task anddetermine if the verb you have chosen best
describes the type of behavior that the
learners need to display after training/the
lesson
Under what conditions must the task beperformed?
Determine to what standards the taskmust be performed.
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The learner will be able to: describe the
mechanisms of action for each of the two
classes of neuromuscular blocking agents
(depolarizing agents & competitive agents)
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1. Are the terms behavioral?
2. Are they SMART?
3. Are they relevant and significant and
therefore, worth pursuing?4. Are the three domain of objectives
represented?
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