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Learning Objectives for Senior School Students

Learning Objectives for Senior School Students. By Tamara Borodai Specialized School 27 Cherkasy Cherkasy Region 2012. Failing to plan is planning to fail. / Psychology of Achievement /. Page Contents :. Categories of objectives What are learning objectives?

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Learning Objectives for Senior School Students

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  1. Learning Objectives for Senior SchoolStudents By Tamara Borodai Specialized School 27 Cherkasy Cherkasy Region 2012

  2. Failing to plan is planning to fail. /PsychologyofAchievement/

  3. Page Contents: • Categories of objectives • What are learning objectives? • What are the differences between goals and objectives? • What is a frame of learning objectives? • Why do we use learning objectives? • What are the key characteristics of a learning objective? • Bloom’s Taxonomy and learning objectives. • How do we write learning objectives ? • Reading,writing and speaking objectives • How can we modify learning objectives to make them more demanding?

  4. Categories of Objectives

  5. What are Learning Objectives?

  6. What is the difference between Goals and Objectives? • Goals are general, objectives are specific. • There are more objectives than goals. • Goals are like strategy, objective are like tactics.

  7. SKA

  8. Why do we have to use learning objectives? Creating clear learning objectives serves the following purposes:

  9. What are the key characteristics of a learning objective? A learning objective should be : • Specific ; • Measurable/Observable; • Attainablefor target audience within scheduled time and specified conditions; • Relevantandresults-oriented; • Targetedto the learner and to the desired level of learning.

  10. Bloom’sTaxonomy

  11. Keyverbsassociatedwitheachofthecategoriesoftaxonomicelements

  12. Objectives are built around good verbs. • Action verbs in your objectives help you assess students and be sure they know or can do what you taught them.

  13. Passive Verbs to Avoid: Appreciate enjoy learn realize believe know like understand Passive verbs are often immeasurable and make an objective weak.

  14. How do we write learning objectives? Generally, learning objectives are written in terms of learning outcomes: 1.Create a stem. Stem examples: • After completing the lesson, the students will be able to… • After this unit , the students will have… • By completing the activities, the students will… • At the conclusion of the course/ unit/study the student will…

  15. After you create the stem, add a verb: recognize compare analyze provide list define /use the list of active verbs/

  16. Once you have a stem and a verb, determine the actual product, process or outcome: • After completing this lesson, the student will be able to recognize foreshadowing in various works of literature. • Students will be able to explore, discuss, write about a similar topic or theme. • Students will be able to effectively access resources in the library/media center to complete at least one of the above objectives.

  17. Reading Objectives:

  18. Writing Objectives

  19. Speaking and Listening Objectives.

  20. How can I modify learning objectives to make them more demanding? • change the active verb to a more complex one or add specific conditions or limits; • use more complex objectives, ask learners to apply or use knowledge in a particular context that might not have been met before; • the highest levels of objectives ask learners to solve complex problems by, for example evaluating or analyzing evidence or synthesizing information.

  21. Outcomes. Goals, objectives and outcomes for this presentation are: • Goal: - to increase understanding and confidence in producing learning objectives suitable for secondary school. • Objective: - to be able to differentiate between goals, objectives and outcomes. • Outcomes: - all participants will be able to list 2 differences between a goal and an objective; - most students will be able to identify statements that are goals and those which are objectives; - some students will be able to write new objectives and outcomes.

  22. "If you don't know where you are going, you will probably end up somewhere else." Laurence J. Peter (1919–1990), Canadian academic and writer Source: The Peter Principle: Why Things Always Go Wrong (cowritten with Raymond Hull, 1969)

  23. Thank you very much for your time and attention. • Please provide follow-up questions and suggestions in writing.

  24. References. • http://www.learningandteaching.info/learning/bloomtax.htm • http://www.differencebetween.net/business/difference-between-goals-and-objectives/#ixzz27HdvnGpz • http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html#ixzz27HfleTlz • www.cityu.edu.hk/pdqs/ • http://ccoe.umdnj.edu/forms/EffectiveUseofLearningObjectives.pdf • http://web.mit.edu/tll/teaching-materials/learning-objectives/index-learning-objectives.html • http://www.oucom.ohiou.edu/fd/writingobjectives.pdf • http://www.teachingenglish.org.uk/articles/negotiated-objectives • http://www.celt.iastate.edu/teaching/RevisedBlooms1.html • http:/www.educationoasis.com

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