MT-lesson 1 Flashcards
What is this?
• First, decide what the leaner is expected to accomplish.
Individuals needs determined by identifying gaps in the learner’s knowledge, attitudes or skills.
Developing Teaching Plans
Bloom’s Taxonomy
• Devised by Benjamin Bloom and his team (1956), is categorizing objectives of learning according to a hierarchy of behaviors has been the cornerstone of teaching.
What year is this?
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
1956
What year is this?
Create
Evaluate
Analyse
Apply
Understand
Remember
2001
• Are used to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study, that guide the design of curriculum.
Educational Objectives
• Describes the teaching activities, specific content areas and resources used to facilitate effective learning.
Instructional Objectives
• Also called behavioral objectives.
• Action-oriented, learner-centered outcomes of the teaching/learning process.
• It describes precisely what the learner will be able to do following a learner situation.
Learning Objectives
• Goals are desired outcomes of learning that realistically can be achieved in a set time.
• Goals are long term targets for both the learner and the teacher.
• Objectives are statements of a specific, short-term behaviors. They lead step by step to the more general, overall long-term goal.
Goal or objective?
• : a patient with heart failure will learn to manage his or her disease.
• Objective (specific): Will implement changes related to diet, medications, exercise and fluid monitoring.
Goal
ABCD Rule (Smaldino, Lowther and Russell, 2012)
A- AUDIENCE (Who)
B- BEHAVIOR (What)
C- CONDITION (Under which circumstances)
D- DEGREE (how well, to what extent, within what time
SPECIFIC
Be specific about what is to be achieved.
MEASURABLE
Quantify or qualify objectives by including numeric amounts or the degree/level of mastery expected.
ACHIEVABLE
Write attainable objectives.
REALISTIC
Resources must be available and accessible to achieve objectives.
TIME-BOUND
State when the objectives will be achieved.
SMART Rule
• Involves acquiring information and addressing the development of the learner’s intellectual abilities, mental capacities, understanding and thinking process.
Cognitive (Thinking Domain)
Levels of Cognitive Function
- Remember - ability of the learner to memorize, recall, define, recognize or identify specific information.
- ability of the learner to demonstrate an understanding of what is being communicated by recognizing it in a translated form, such as grasping an idea by defining it or summarizing it in his or her own words.
II. Understand
Levels of Cognitive Function?
l.
ll.
Remember
Understand
Apply
Analyze
- Ability of the learner to use ideas, principles, abstractions or theories in specific situations such as figuring, writing, reading, or handling equipment.
III. Apply
- Ability of the learner to recognize and structure information by breaking it down into its separate parts and specifying the relationship between parts.
IV. Analyze
