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WELCOME TEACHERS!

WELCOME TEACHERS!. Professional Development Workshop Grades 1 to 3 Teachers Day 2: Learning Objectives. “I am a Genius!”. The volunteer will face the audience and will not be allowed to look at the board. The volunteer will have to guess the word flashed on the board.

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WELCOME TEACHERS!

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  1. WELCOME TEACHERS! Professional Development Workshop Grades 1 to 3 Teachers Day 2: Learning Objectives

  2. “I am a Genius!” • The volunteer will face the audience and will not be allowed to look at the board. • The volunteer will have to guess the word flashed on the board. • The volunteer can ask questions addressed to the audience. The questions should help the volunteer guess the word. • The audience will only be allowed to answer “YES”, “NO”, “MAYBE”, or “POSSIBLY.” They are not allowed to give other clues to the volunteer. • Time limit will be 2 minutes.

  3. Ice Cream

  4. Laptop

  5. New York

  6. Shuwarma

  7. Results FROM YESTERDAY’s WORKSHOP

  8. Today’s Objectives: • At the end of the session, the participants should be able to: • Define the Taxonomy of Learning Domains; • Apply the taxonomy in setting their respective learning objectives; • Select key words from the taxonomy in setting learning objectives; and, • Choose the appropriate objectives to meet their learners’ needs.

  9. OBJECTIVES • Objectives bring educational purposes into much sharper focus. • They are often geared towards assessment. • They should be SMART: • Specific • Measurable • Achievable • Realistic • Time Bounded

  10. ACTIVITY • Work in groups of 3 – 4. • Classify the strips of paper into AIMS and OBJECTIVES. • Remember, aims are general statements that refers to your educational outcomes.

  11. Behaviorists believe that learning takes place when there is a change in the student’s behavior. • Learning involves change in ANY of the three areas • Manner of perceiving and thinking. • Physical behavior (motor skills). • Emotional reactions or attitudes. • Reference: http://www.drillpad.net/DP_IRL_Laws.htm

  12. Setting Learning Objectives • Learning (or educational) objectives can be classified into three main domains: cognitive, affective, psychomotor.

  13. Setting Learning Objectives • Bloom’s Taxonomy* of Educational Objectives: • A classification system developed by Bloom that d divides objectives into two main domains: cognitive and affective. • COGNITIVEdomain: classifies objectives involving intellectual tasks. (Bloom et al., 1956) • AFFECTIVE domain: classifies objectives involving attitudes, values and interests. (Krathwohl, Bloom & Masia, 1964) *Taxonomy: division into ordered groups or categories.

  14. Bloom’s Cognitive Domain

  15. Setting Learning Objectives • PSYCHOMOTORdomain: involves physical ability. • Simpson (1972), devised seven major categories are listed from the simplest behavior to the most complex. • Harrow (1972) and Dave (1975) also devised categories to address the psychomotor domain. Photo credits: http://www.patmarsdenfoundation.com/

  16. Taxonomy of Educational Objectives

  17. Before Setting Objectives • Keep the learning aims and the needs of your learners in mind. • How can you determine your learners’ needs? • How will your learners’ need affect the learning objectives that you set?

  18. Let’s give it a try! • What was her objective in the class lecture? • What do you think are her learner’s needs? • After finding out her learners’ needs, suggest a set of new objectives to improve the learning experience in her class lecture.

  19. Planning • Syllabus breakdown: strategically plots the different topics into the weeks and terms of the school year. • Curriculum guide: a detailed outline of the teaching-learning practice for the school year.

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