behavioral objectives – Flashcards
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goal
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final outcome of what will be achieved at the end of teaching global and broad long-term targets for learner and teacher
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objective
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specific behavior that learner should be able to exhibit to be considered competent short term, considered in one or a few sessions steps that lead up to a more general goal
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education objectives
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identify intended outcomes of the education process, content oriented and teacher centered aspect of program, guide to curriculum design
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behavioral objectives
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describe precisely what learner will be able to do following a learning situation action oriented and learning centered outcome focused
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creating
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need to be mutually agreed upon, blend what the learner wants to learn and what teacher feels learner needs to know advantage: gives a basis, helps organize and evaluate needed: performance, condition, criterion
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performance
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describe what the learner is expected to be able to do or perform to meet objectives
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conditions
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describe testing situation, resources, assistance, or constraints under which the behavior will be observed or completed
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criterion
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describe how well and within what time frame the learner must be able to perform desired behavior
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four part method
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1. identify testing situation (condition) 2. identify who will perform (learner) 3 state what the learner will demonstrate (performance) 4. state how well the learner will perform (criterion)
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ABCD
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Audience (who) Behavior (what) Condition (under what circumstance) Degree (how much; to what extent)
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SMART
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specific measureable achievable realistic timely
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blooms taxonomy
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behavior is defined according to type (domain category) and level of complexity
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3 domains
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cognitive domain - thinking affective domain- feeling psychomotor domain- skills
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complexity
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cognitive level: knowledge----evaluation (comprehension, application, analysis, synthesis) affective level: receiving----characterization (responding, valuing, organizing) psychomotor level: perception---organization (set, guided response, adaptation)
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cognitive teaching
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learning involves acquisition based on learner's intellectual ability and thinking process traditional focus of most teaching lecture, one on one, computer assisted massed practice or distributed practice
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affective teaching
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increasing internalization to feelings expressed as emotions, interests, values, and beliefs learners realize their own attitudes and values role play, case study, group discussion, gaming, questioning
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psychomotor teaching
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acquiring fine and gross motor abilities with increasing neuromuscular coordination, egocentric and requires learner concentration ability to perform a skill is not equivalent to learning a skill practice makes perfect demonstration, simulation, gaming, self instruction
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teaching plan
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blueprint for action to achieve mutually agreed upon goals and objectives should include purpose, content, methods, timing, and evaluation reasons: organized approach for teaching, communicate in writing the plan, serves as a legal document that indicates the plan
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learning contract
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written or verbal agreement between teacher and learner that delineates specific teaching and learning activities to occur within a certain time frame encourages learner's active participation, to improve teacher-client communication components: content, performance expectations evaluations, time frame
