formulating goals and objectives
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The document discusses different models for formulating educational goals and objectives. It describes Tyler's model which involves studying learners, contemporary life, and subject specialists. It also describes Bloom's Taxonomy which categorizes educational objectives into cognitive, affective, and psychomotor domains. Further, it outlines Gronlund's method of starting with general objectives and developing specific learning outcomes. Mager's method specifies behaviors, conditions, and proficiency levels for objectives. Finally, Gagne's method identifies five capabilities that overlap the taxonomy domains for formulating performance objectives.
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Formulating goals and objectives
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This document discusses how to formulate effective goals and objectives for teaching a class. It notes that goals and objectives provide a map for assessment and should be flexible but clear. There are two main obstacles to formulating them: lack of time for planning, and not knowing how. Goals state the overall intended outcomes of the course at a general level, while objectives specify points along the way in more specific terms. The document provides guidelines for writing goals and objectives, such as making goals general but not vague, relating objectives directly to goals, and using goals and objectives as a basis for evaluation and assessment.Determining and Formulating Goals And Objectives
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This document discusses determining and formulating goals and objectives for lessons. It outlines 7 guiding principles for developing objectives, including beginning with the end in mind, sharing objectives with students, and aiming for the development of critical thinking. It also describes Benjamin Bloom's taxonomy of objectives, which categorizes objectives into the cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, and application. The affective domain addresses receiving, responding, and valuing. The psychomotor domain covers reflex movements, physical abilities, and skilled movements.Unit 1 Formulating goals and objectives
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The document discusses formulating goals and objectives for courses. It defines goals as general aims that reflect priorities and the course vision, while objectives make goals more specific by detailing what students will do and learn. The document provides frameworks for writing goals and objectives, emphasizing they should be specific, measurable, achievable and consider students' needs and context. Overall, the key points are that goals and objectives help design the course, map assessments, and provide flexibility if written appropriately.Field Study 2 Episode 2 Lesson Objectives As My Guiding Star
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The student observed an English class taught by their resource teacher, Mrs. Rowena Magdayao. After observing the lesson, the student deduced that the teacher's objectives were for the students to define paraphrasing, restate ideas from a text, and analyze the original and paraphrased texts. When the student asked the teacher for the actual objectives, they matched what the student had deduced. The lesson objectives covered both the cognitive domain of understanding paraphrasing as well as the affective domain of relating the topic to personal experiences. The student learned that clearly defining objectives that span multiple domains can guide an effective lesson.Principles of teaching 1
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The document discusses guidelines for determining and formulating learning objectives. It recommends that objectives 1) begin with the end in mind by clearly defining the objective, 2) be shared with students, 3) address knowledge, skills, and values, 4) focus on significant and relevant topics, 5) align with educational aims, 6) develop critical and creative thinking, and 7) be specific, measurable, attainable, results-oriented, relevant and time-bound (SMART). It also outlines Bloom's taxonomy of objectives for the cognitive, affective and psychomotor domains.Aims, goals and objective purpose in curriculum development
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- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
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This document discusses determining and formulating goals and objectives in education. It emphasizes beginning with the end in mind by planning ahead, setting goals, and making a difference. Objectives should be shared with students and be specific, measurable, attainable, results-oriented, and time-bound. Objectives must address cognitive, affective, and psychomotor domains and be based on the Philippine constitution and education acts. The document also discusses Bloom's taxonomy of cognitive levels and ways to develop critical thinking in students.Curriculum Development-Aroona Hashmi
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The document defines education as training for one's country and love for one's nation. It discusses educational objectives as the goals that guide learning and development, aiming to change pupil's behaviors. It also outlines different types of educational objectives, such as general/institutional objectives, intermediate objectives, and instructional objectives, and categorizes objectives according to cognitive, affective, and psychomotor domains.Tassawar
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This document discusses the role and importance of objectives in educational evaluation. It defines objectives as specific points of achievement that students should be able to demonstrate. The document outlines different taxonomies of educational objectives, including Bloom's taxonomy of cognitive objectives, Krathwohl's taxonomy of affective objectives, and Harrow's taxonomy of psychomotor objectives. It also categorizes objectives based on abilities, time frame, nature of achievement, and specificity of behavior. Overall, the document provides a comprehensive overview of educational objectives and their role in planning, guiding and evaluating the educational process.More Related Content
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This document discusses factors that determine time allotment for subjects in curriculum design, including importance of the subject, child's ability, grade level, and average number of days. It explains that the importance of the subject addresses learners' needs and interests and helps determine time spent on each subject. A child's ability and readiness for learning material, as well as their increasing attention span with age and maturity influence time allotment. The number of available teaching days after considering holidays and events also impacts allotted time.NSUSC Urban Service Delivery Model in Sindh, Asian Development Bank
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The document highlights the importance of goal setting, emphasizing it as a means to identify personal values and turn ideas into measurable actions. It discusses types of goals, the SMART criteria for effective goal setting, and encourages tracking progress for motivation and accountability. Additionally, it notes the significance of aligning personal goals with a biblical perspective of divine purpose and vision.2 Laissez- Faire Development, Elite Control Through Neo-Satism and Pathways T...
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This document discusses determining and formulating goals and objectives in education. It emphasizes beginning with the end in mind by planning ahead, setting goals, and making a difference. Objectives should be shared with students and be specific, measurable, attainable, results-oriented, and time-bound. Objectives must address cognitive, affective, and psychomotor domains and be based on the Philippine constitution and education acts. The document also discusses Bloom's taxonomy of cognitive levels and ways to develop critical thinking in students.Curriculum Development-Aroona Hashmi
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This document discusses curriculum development and evaluation. It defines curriculum as planned experiences given to learners by an instructor. The curriculum development process involves analyzing purpose, designing programs, implementing activities, and evaluating. Curriculum objectives are formulated based on aims, goals, and specific objectives. Objectives should identify learning outcomes, be consistent with curriculum aims, be precise, feasible, functional, significant, and appropriate. Content is selected and organized, and instructional strategies are chosen to effectively implement the content. Formative and summative evaluation are used to assess learner progress and achievement of outcomes. The role of testing and measurement in curriculum includes instructional evaluation, pupil evaluation, and curriculum development evaluation.Plan preparation techniques
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The document discusses various aspects of regional and urban planning such as defining regions, delineating regions, preparing regional plans, development plans and zoning plans. It outlines the process of setting goals and objectives, preparing draft plans, inviting public participation, addressing objections and modifying plans. It also describes different agencies and mechanisms involved in plan implementation such as development authorities, urban local bodies and various state departments. Coordination between agencies and monitoring of implementation is done through planning committees. Political will, public awareness, real estate developers and existing legislation also influence effective plan implementation.Curriculum model by nicholls
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The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.Goal formulation and target setting
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油
The document discusses methods for formulating sectoral goals based on analyzing problems and gaps between a sector's current reality and its vision. It describes goal setting as important for planning to provide direction, evaluation criteria, and standards for measuring success. Goals can be derived from analyzing the vision-reality gap, problem-solution matrices, map overlays, community monitoring, and local governance reviews. Two methods are outlined - the short method inverts problems into goals, while the long method explores problems' causes, implications, and develops policy interventions stated as goals. Examples are provided to illustrate applying these goal formulation techniques.Gagne Nine Events Of Instruction
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Robert Gagn辿, an influential psychologist in educational theory, outlined nine essential instructional events to facilitate effective learning. These include attracting learners' attention, clarifying objectives, leveraging prior knowledge, and providing feedback, among others. His significant contributions were encapsulated in his landmark book 'The Conditions of Learning,' published in 1965.Method of content selection
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油
The document discusses methods of content selection in curriculum development. It addresses approaches to content organization and the influence of content on curriculum elements. Some key questions to consider regarding content selection include determining what to include and at what depth, balancing competing demands, establishing logical sequences for developing understanding, and allowing flexibility. The main principles underlying curriculum design as it relates to content selection are balance, rational organization, and flexibility.Aims, goals and objectives
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Educational aims are broad statements that guide educational policy at the national level, translating societal needs into direction for schools. Aims become more specific goals at the school or subject level. Objectives are measurable and observable student outcomes, stating what students will know or be able to do. Objectives are specific, measurable, achievable, results-focused and time-bound. Bloom's and other taxonomies provide frameworks for classifying educational objectives according to domains like cognitive, affective and psychomotor skills.2 Laissez- Faire Development, Elite Control Through Neo-Satism and Pathways T...
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The document defines education as training for one's country and love for one's nation. It discusses educational objectives as the goals that guide learning and development, aiming to change pupil's behaviors. It also outlines different types of educational objectives, such as general/institutional objectives, intermediate objectives, and instructional objectives, and categorizes objectives according to cognitive, affective, and psychomotor domains.Tassawar
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This document discusses the role and importance of objectives in educational evaluation. It defines objectives as specific points of achievement that students should be able to demonstrate. The document outlines different taxonomies of educational objectives, including Bloom's taxonomy of cognitive objectives, Krathwohl's taxonomy of affective objectives, and Harrow's taxonomy of psychomotor objectives. It also categorizes objectives based on abilities, time frame, nature of achievement, and specificity of behavior. Overall, the document provides a comprehensive overview of educational objectives and their role in planning, guiding and evaluating the educational process.role of objectives in evaluation
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The document provides an overview of principles, methods, and strategies for professional education and teaching. It discusses key concepts like strategies, methods, and techniques of teaching. It also covers the different types of knowledge required of teachers like content and pedagogical knowledge. Characteristics of successful teachers are outlined along with the powers teachers have in the classroom. The document then examines the parts of a lesson plan including objectives, subject matter, learning procedures, and evaluation. Classroom management strategies are also discussed.Workshop on Taxonomy of Teaching Learning and Assessing
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The document outlines the purpose and importance of instructional objectives in education, emphasizing their role in guiding teaching and assessing student learning. It discusses different types of knowledge, learning processes, and specific instructional objectives that aim to foster higher-order thinking and problem-solving skills among students. The necessity of aligning teaching methods with stated objectives is also highlighted to enhance the educational experience and outcomes.Instructional goals and objectives
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The document discusses writing instructional goals and objectives for courses. It states that goals and objectives should be listed in the syllabus to clearly communicate expectations to students. Goals are broad statements about what will be learned while objectives are more specific statements of observable student behaviors. Well-written goals and objectives inform students of what and how they will be assessed. The document provides examples of goals and objectives written for cognitive, affective, and psychomotor domains and tips for writing instructional objectives that specify the audience, behavior, condition, and degree.Foundations of education 831 unit 5 aims of education - dr. zaheer ahmad
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Here are two educational objectives written for a class on Myocardial infarction for II Yr BSc Nursing students:
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This document discusses various strategies and methods for teaching science, including:
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This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.Ad
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formulating goals and objectives
- 2. THE TYLER MODEL BY: RALPH TYLER TYLERS THREE SOURCES 1. STUDIES OF THE LEARNERS 2. STUDIES AND CONTEMPORARY LIFE OUTSIDE THE SCHOOL 3. SUGGESTIONS FROM SUBJECT SPECIALIST
- 3. TAXONOMY OF EDUCATIONAL OBJECTIVES 3 DOMAINS 1. COGNITVE DOMAINE (MENTAL) A. KNOWLEDGE B. COMPREHENTION C. APPLICATION D. ANALYSIS E. SYNTHESIS
- 4. 2. AFFECTIVE DOMAIN (APPRECIATION) A. RECEIVING B. RESPONDING C. VALUING D. ORGANIZATION E. CHARACTERIZATION 3. PSYCHOMOTOR DOMAIN (MOVEMENT) A. REFLIX MOVMENT B. FUNDAMENTAL MOVEMENT C.PERCEPTUAL ABILITIES D. PHYSICAL ABILITIES E. SKILLED MOVEMENT F. NON- DISCURCIVE COMMUNICATION
- 5. GENERAL OBJECTIVES AND SPECIFIC LEARNING OUTCOMES GRONLUNDS METHOD BY; NORMAN GRONLUND GRONLUNDS OBJECTIVES COINCIDE WITH PROGRAM (SUBJECT, GRADE) AND COURES LEVEL OBJECTIVES. ACCORDING TO HIM, TEACHERS START WITH GENERAL OBJECTIVES BECAUSE LEARNING IS TOO COMPLEX TO BE DESCRIBED IN TERMS OF SPECIFIC BEHAVIOR OR OUT COME.
- 6. SPECIFIC OBJECTIVES: MAGERS METHOD BY: ROBERT MAGER HIS OBJECTIVES HAVE 3 COMPONENTS 1. BEHAVIOR OR PERFORMANCE 2. CONDITION 3. PROFICIENCY LEVEL OR CRITERIA
- 7. PERFORMANCE OBJECTIVES: GAGNES METHOD BY: ROBERT GAGNE FIVE CAPABILITIES THAT OVERLAPPING THE THREE DOMAINES OF TAXONOMY OF EDUCATIONAL OBJECTIVE NAMELY: 1. INTELLECTUAL SKILLS A. B. C. D. E. DISCRIMINATION CONCRETE CONCEPT DEFINE CONCEPT RULE HIGHER ORDER RULE (PROBLEM-SOLVING) 2. COGNITIVE STRATIGIES 3. INFORMATION 4. MOTOR SKILLS 5. ATTITUDE