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    Learning Objectives

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    The document discusses learning objectives, goals, and competencies. It defines learning objectives as statements that describe what knowledge, skills, and attitudes learners should exhibit after instruction. Learning objectives should be specific, measurable, attainable, relevant, and targeted. Goals tend to be more general and describe what students will be capable of after a lesson. Competency-based learning refers to instruction, assessment, grading, and reporting based on students demonstrating learned knowledge and skills. Competencies are written using action verbs and are measurable, performance-based, and avoid evaluative language.

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    Learning Objectives

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    api-316763559
    65 views5 pages
    The document discusses learning objectives, goals, and competencies. It defines learning objectives as statements that describe what knowledge, skills, and attitudes learners should exhibit after instruction. Learning objectives should be specific, measurable, attainable, relevant, and targeted. Goals tend to be more general and describe what students will be capable of after a lesson. Competency-based learning refers to instruction, assessment, grading, and reporting based on students demonstrating learned knowledge and skills. Competencies are written using action verbs and are measurable, performance-based, and avoid evaluative language.

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    The document discusses learning objectives, goals, and competencies. It defines learning objectives as statements that describe what knowledge, skills, and attitudes learners should exhibit after instruction. Learning objectives should be specific, measurable, attainable, relevant, and targeted. Goals tend to be more general and describe what students will be capable of after a lesson. Competency-based learning refers to instruction, assessment, grading, and reporting based on students demonstrating learned knowledge and skills. Competencies are written using action verbs and are measurable, performance-based, and avoid evaluative language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    65 views5 pages

    Learning Objectives

    Uploaded by

    api-316763559
    The document discusses learning objectives, goals, and competencies. It defines learning objectives as statements that describe what knowledge, skills, and attitudes learners should exhibit after instruction. Learning objectives should be specific, measurable, attainable, relevant, and targeted. Goals tend to be more general and describe what students will be capable of after a lesson. Competency-based learning refers to instruction, assessment, grading, and reporting based on students demonstrating learned knowledge and skills. Competencies are written using action verbs and are measurable, performance-based, and avoid evaluative language.

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    © All Rights Reserved
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    of 5

    Lourdes Mara Ramrez Villeda

    5MPP
    Didactics
    Learning objectives
    What is a learning objective?
    A learning objective is an outcome statement that captures
    specifically what knowledge, skills, attitudes learners should be able
    to exhibit following instructions are brief statements that describe
    what students will be expected to learn by the end of school year,
    course, unit, lesson, project, or class period. In many cases, learning
    objectives are the interim academic goals that teachers establish for
    students.
    Why have learning objectives? To helps unit planners integrate across
    a day/week/unit of learning
    Serves to connect content and
    assessment around learning Guides selection of teaching/learning
    activities that will best achieve objectives Gives learners a clear
    picture of what to expect and whats expected of them Forms the
    basis for evaluating teacher, learner, and curriculum effectiveness
    Learning objectives should be SMART:
    Specific
    Measurable/Observable
    Attainable for target audience within scheduled time and
    specified conditions
    Relevant and results-oriented
    Targeted to the learner and to the desired level of learning
    How to create a learning objective:
    1. Identify Time Frame and Target Learner
    2. Use an Action Verb
    3. Add the Specific
    l___________________l
    Time Frame and Target Learner

    l____l

    l______________l

    Action Verb

    Specific

    Example:
    At the end of week, students will be able to identify the trace and
    short sound of the vowels.
    References:
    Medicine, U. o. (2005). Teacher & Educational Development. Retrieved
    from EFFECTIVE USE OF PERFORMANCE OBJECTIVES FOR
    LEARNING AND ASSESSMENT (For Use With Finks and Blooms
    Taxonomies):
    http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObject
    ives.pdf
    Ritter, J. (2013). Digitec Interactive Knowledge Direct. Retrieved from
    How to create clear learning objectives:
    http://www.kdplatform.com/create-clear-learning-objectives/

    Lourdes Mara Ramrez Villeda


    5MPP
    Didactics
    Goal
    Goals tend to be more general than objectives. You might talk about
    the overall goals of a unit or a course. But pedagogical goals describe
    what the student will be capable of doing after the lesson, not the
    activities that the student will perform during the lesson. Sometimes
    people talk about vague or highly general goals; those are not the
    kinds of goals we are talking about here.
    By setting goals students can:
    1. Improve their academic performance
    2. Increase their motivation to achieve
    3. Increase pride and satisfaction in performance
    4. Improve their self-confidence
    Goal Setting Helps Self-Confidence
    By setting goals and measuring their achievements, students are able
    to see what they have done and what they are capable of. Seeing
    their results gives the confidence and assurance that they need to
    believe they can achieve higher goals.
    Basics of Effective Goal Setting
    Express goals positively: To improve my spelling is a much
    better goal than Dont spell with so many mistakes.
    Be accurate: If students set an accurate goal, putting in dates, times
    and amounts so that achievement can be measured and can be
    satisfied at achieving it.
    Set Priorities: When students have several goals, give each a
    priority. This helps them avoid feeling overwhelmed and helps their
    attention to the more important ones.

    References
    Sasson, D. (2007). Teaching Community where Teachers meet and lear. Obtenido de
    Effective Goal Setting for Students:

    Lourdes Mara Ramrez Villeda


    5MPP
    Didactics
    http://teaching.monster.com/benefits/articles/9440-effective-goal-setting-forstudents

    Competence
    These education competencies represent many of the
    attributes, behaviors, areas of knowledge, skills, and abilities
    required for successful job performance in education. Competencybased learning refers to systems of instruction, assessment, grading,
    and academic reporting that are based on students demonstrating
    that they have learned the knowledge and skills they are expected
    to learn as they progress through their education.
    How to write a competency:
    1.
    2.
    3.
    4.
    5.

    Begin with a present tense action verb.


    Each action verb requires an object.
    Each competency is measurable and/or observable
    Each competency is based on performance.
    Do not use evaluative or relative adjectives. (Do not use words like good,
    effective, appropriate.)
    6. Do not use evaluative or relative adverbs. (Do not use words like quickly, slowly,
    immediately.)
    7. Do not use qualifying phrases. (Do not use a phrase such as Write with greater
    confidence.)
    8. Say what you mean, using only necessary words.
    Content
    1. Use all domains as appropriate: cognitive, psychomotor and affective.
    2. Build the level of learning from the lowest level to the highest level in each
    domain, e.g., from knowledge to evaluation in the cognitive domain; from
    imitation to naturalization in the psychomotor domain; and from receiving to
    characterizing in the affective domain.
    3. Organize similar knowledge, skill and abilities together into a competency,
    developing a smaller number of competencies rather than an extensive number of
    knowledge, skills and ability outcomes.
    4. Introduce the knowledge, skills and abilities required for transfer to upper division
    programs, or performance in career.
    5. Relate competencies to prerequisites and general education requirements.

    Reference:

    Revision based on Bloom, Taxonomy of Educational Objectives.


    Handbook I; Dave, Developing and Writing Behavioral Objectives; and
    Krathwohl, Bloom, and Masia, Taxonomy of Educational Objectives.
    Handbook
    II.
    Found
    September
    22,
    2010
    at

    Lourdes Mara Ramrez Villeda


    5MPP
    Didactics
    http://www.instruction.greenriver.edu/avery/faculty/pres/tesol04/comp
    tetencies3.html

    Action Verbs Chart

    Lourdes Mara Ramrez Villeda


    5MPP
    Didactics

    http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf

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