-
If
your plan is for one year… plant rice; if your plan is for ten years…plant a
tree; but if you plan is for eternity… EDUCATE children.‖
A. BASIC
CONCEPTS
– Strategy of Teaching- Refers to the
science of developing a plan to attain goal and to guard against undesirable
results. It means the art of using psychological plan in order to increase the
probabilities and favorable consequences of success and to lessen the chances
of failure.
– Method of Teaching- refers to the
series of related and progressive acts performed by a teacher and the students
to attain the specific objectives of the lesson. It is a plan involving
sequence of steps to achieve a given goal or objective.
– Technique of teaching-refers to the
personalized style of carrying out a particular step of a given method. It is a
skill employed by the teacher in carrying out the procedures or act of
teaching.
– Device-is a teaching aid or
tool to facilitate instruction, like pictures, flash cards, etc.
Variables That Affect Teaching Method
– Objectives
– Nature of students
– Nature of subject
matter
– The teacher
– Technology
– School environment
– Teacher‘s knowledge
of group dynamics
Learning Objectives: Their importance and Construction
What is a Learning Objective? A learning
objective is a statement of what students will be able to do when they have
completed instruction. A learning objective has three major components:
1.
A
description of what the student will be able to do;
2.
The
conditions under which the student will perform the task; and
3.
The
criteria for evaluating student performance
What is the difference between a goal
and a Learning Objective? A
Goal is a statement of the intended general outcome of an instructional unit or
program. A goal statement describes a more global learning outcome. A learning
objective is a statement of one of several specific performances, the
achievement of which contributes to the attainment of the goal. A single GOAL
may have specific subordinate learning objectives. For example
GOAL: The goal of Learning
Assessment course is to enable the students to make reliable and accurate
assessment of learning.
Learning Objectice#1: Given a learning objective of
the student will be able to develop an appropriate multiple choice question to
measure student achievement of the objective.
Learning Objective#2: Given a printout from an item
analysis of multiple choice exam the student will be able to state the accuracy
of the test scores
Learning Objective#3: Given the discrimination and
difficulty indices of an item the student will be able to determine if the item
contributes to the reliability of the exam.
Why Are Learning Objectives Important?
1.
Selection
of the content
2.
Development
of an instructional strategy
3.
Development
and selection of instructional materials
4.
Construction
of tests and other instruments for assessing and then evaluating student
learning outcomes
How Do You Write A Learning Objective?
1.
Focus
on student performance, not teacher performance
2.
Focus
on product, not process
3.
Focus
on terminal behavior, not subject matter
4.
Include
only general learning outcome in each objective.
A learning objective is a statement
describing a competency of performance capability to be acquired by the
learner. There are three characteristics essential t0o insuring clear
statements of objectives.
Behavior - First, an objective
must describe the competency to be learned in performance terms. The choice of
a verb is all-important here. Such frequently used terms as know, understand,
grasp, and appreciate do not meet his requirement. If the verb used in stating
an objective identifies an observable student behavior, then the basis fora
clear statement is established. In addition, the type or level of learning must
be identified.
Criterion - Second, an
objective should make clear how well a learner must perform to be judge
adequate. This can be done with a statement indicating a degree of accuracy, a
quantity or proportion of correct responses or the like.
Conditions - Third, an
objective should describe the conditions under which the learner will be
expected perform in the evaluation situation. The tools, references, or other
aids thus will be provided or denied should be made clear. Sometimes, one or
even two of these elements will be easily implied by a simple statement. In
other times, however, it may be necessary to clearly specify in detail each
element of the objective. The following is an example of a completed learning
objective.
OBJECTIVE: ―Given a set of data
the student will be able to compute the standard deviation‖.
Condition: Given a set of data
Behavior: the student will be able to compute the standard
deviation
Criterion: (implied) the number computed will be correct
Checklist for Writing a Specific
Instructional Objective
1.
Begin
each statement of a specific learning outcome with a verb that specifies
definite, observable behavior.
2.
Make
sure that each statement meets all three of the criteria for a good learning
objective?
3.
Be
sure to include complex objectives (appreciation, problem-solving, etc.) when
they are appropriate
Guides or aids to writing learning
objectives:
Educators
and psychologist concerned with learning theory have given considerable through
the various types of learning that takes place in schools. Probably the most
comprehensive and widely known analysis of objectives in the Taxonomy of
Educational Objectives by Benjamin Bloom and others.
Taxonomy provides a consistent
means of developing the single most powerful tool in instruction and assessment
of students learning outcomes-the learning performance objective. The Taxonomy
distinguishes among three major categories of objectives termed the COGNITIVE DOMAIN, the PSYCHOMOTORDOMAIN, and the AFFECTIVEDOMAIN.
It is generally the Cognitive Learning Domain
that is of primary concern in higher education. If we assume that faculty is
more concerned with process and problem-solving activities, the categories of
Taxonomy are most valuable in suggesting
various kinds of behavior to use as objectives. The following list of
process-oriented behaviors, which are related to the six categories of the
Taxonomy, should serve as a useful guide to the faculty in preparing
objectives.