Week #2: Values and Planning Basics
§ Teaching values
§ The learning cycle
§ Learning Models
§ Objective, goals and outcomes
Examine the Following Learning Models.
· Which one do you think is more valid?
· Which one is easier to write objectives to?
· Which one is most helpful is planning instruction? In understanding how students think?
Bloom (Cognitive Domain)
Manipulative Representational Abstract
Remembering 1 2 3
Solving 4 5 6
Investigating 7 8 9
STATING BEHAVIOR OBJECTIVES
(OR LEARNING TARGETS)
State your objectives in terms of observable (i.e., explicit, measurable, specific, positive) student behavioral outcomes, that represent student learning targets.
State in terms of teacher behavior:
I will demonstrate how to make a pizza to all students....
State in terms of a learning activity:
We will first read the story..... and then produce storyboards.
Do: Incorporate the following components:
· Behavioral Outcome (usually represented by a verb)
· Conditions or Context of the learning (if appropriate)
· Criterion Level (if appropriate)
The learner will (TLW) state behavioral objectives in the appropriate format, given
clear learning targets (they or someone else has developed), any time they need or want to.
The verb that drives your objective should be consistent with the cognitive level of your target. Most charts of Bloom’s Taxonomy provide lists of verbs for each cognitive level.
These types of specific behavioral objectives are best used at the lesson planning level. For unit goals, a broader level of outcome is more appropriate. The use of verbs such as understands, learns, and knows are good verbs for goals, but are NOT specific or observable enough for behavioral objectives.