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Preparing educational objectives: The good, the bad, and the value

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Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will be. But how to develop them. This presentation is offered to assist in the development of educational objectives.

Publicado en: Educación, Tecnología
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Preparing educational objectives: The good, the bad, and the value

  1. 1. What is a ‘curriculum’ A plan for a specific area of study The design of an educational program leading to a specific credential 210/10/2013 © Patricia J. Parsons
  2. 2. What’s so great about well- written objectives? They provide direction.  For students: what they should be headed toward  For faculty: in curriculum planning, analysis & revision They are useful in selecting learning experiences. They provide the basis for evaluation. They express curriculum decisions and publicize them. 310/10/2013 © Patricia J. Parsons
  3. 3. Objectives Direct the Course Planning Process 0Stage 1: Identify desired results. 0Stage 2: Determine acceptable evidence. 0Stage 3: Design learning experiences & instruction. “Begin with the end in mind.” Steven Covey Planning Backwards 410/10/2013 © Patricia J. Parsons
  4. 4. Before you begin writing…you need to understand that… 0 High-quality objectives are based on an understanding of the domains of learning. 0 What should the students know? 0Cognitive domain 0 What should the students think about what they know? 0Affective domain 0 What should the students be able to do? 0Psychomotor domain 510/10/2013 © Patricia J. Parsons
  5. 5. Hierarchy of Intellectual Demand Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Cognitive domain 610/10/2013 © Patricia J. Parsons
  6. 6. The Affective Domain: What the Students Should Think: attitudes values, aesthetics, appreciation) 0 Receiving 0 Responding 0 Valuing 0 Organizing 0 Characterization by value Krathwohl, Bloom and Masia (1963) Taxonomy of Educational Objectives: Handbook II: The Affective Domain 710/10/2013 © Patricia J. Parsons
  7. 7. The Psychomotor Domain What Students Should be Able to Do 0 Imitation 0 Manipulation 0 Precision 0 Articulation 0 Naturalization Adapted from Simpson, Gronlund et al. 810/10/2013 © Patricia J. Parsons
  8. 8. Good learning objectives should do the following: 0 reflect broad conceptual knowledge and adaptive vocational and generic skills 0 reflect essential knowledge, skills or attitudes; 0 focus on results of the learning experiences; 0 reflect the desired end of the learning experience, not the means or the process; 0 represent the minimum performances that must be achieved to successfully complete a course or program; 0 answer the question, "Why should a student take this course anyway?" Source: Teaching Support Services, University of Guelph 2003 910/10/2013 © Patricia J. Parsons
  9. 9. Rules for selecting course content… Need to know Primary consideration Nice to know If there is time Nuts to know Don’t waste your time 1010/10/2013 © Patricia J. Parsons
  10. 10. Summary: Characteristics of Ideal Instructional Objectives 0 Student not instructor-oriented 0 Outcome-oriented rather than process (or activity) driven 0 They are clear and understandable rather than vague and unfocused 0 Objective not subjective (observable) 1110/10/2013 © Patricia J. Parsons