Table 10.1
Translating instructional objectives (at cognitive domain) to behavioural objectives and stating action verb
General instructional objectives Behavioural objectives Action Verb
Knowledge level
• Knows terms used in pharmaceuticals
• Knows specific facts
• Knows selling process
• Knows basic principles
• Defines and recalls the terms
• Recalls specific facts
• Can recall selling process
Defines, recalls and states
Comprehension level
• Understands terms used in pharma
• Interprets verbal material • Explains terms used in pharma
• Infers from verbal materials
• Predicts future consequences Converts, defends, estimates, explains
Application level
• Applies concepts and principles to new situations
• Solves problems • Uses concepts
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The educationists all over the world use it. This is very popular technique when used for online mode of learning. Even academic and research institutions of IIMs, IITs fame are using this approach to curriculum design. Most of the universities offering distance learning programmes including IGNOU also make use of this approach. The salient features of modular approach to course design are:
(i) Breaking up the course
The entire syllabus is broken down into self-contained units, which are called modules. Each module is a complete piece of information, with a definite objective and methodology. All the modules relate to the broad framework of the syllabus.
(ii) Allow choice of modules
The flexibility of approach is the biggest advantage of modular approach to training. The trainees are free to choose the modules, depending upon their interests. Since each of the modules would be self-sufficient, the learners would not have any problem in interrelating these. In certain situations, the trainers might specify sets or groups of modules and direct the trainees to choose from these groups. Such flexibility allows the students to study the subjects of their own choice. In training, similar modules are prepared, which can be chosen by the
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1. Objectives: The following points must be considered while formulating the objectives:
(a) Clarity on behavioral objectives of a lesson.
(b) Translation of general objectives into behavioural objectives.
(c) Available time of instruction.
(d) The importance of objectives to be achieved (for both the trainee as well as the trainer organization).
(e) Possibility of achieving behavioural objectives in the light of a trainee’s characteristics and available physical features.
2. Trainees’ background: The lesson has to be delivered to the trainees. So, they must be taken into consideration while planning the lessons for them. If a trainer knows the trainees well, he can facilitate the delivery and include demonstrations, discussions, anecdotes, etc at the proper places to make the instruction process more lively and interactive. Some of the issues worth consideration are:
(a) Previous knowledge of the trainees
(b) Their capacity to understand
(c) Trainees’ attitude towards the contents
(d) Heterogeneity in the trainee
holds the record as the longest serving Representative in the history of the House of Representative. 84th – 115th his term from 1955 to 2015 were the dates of service.
Cecila, all great questions! Typically advisors may desire to add more notes when initially scheduling a call back to close the business. The protocol for SOM has the advisor add those notes to their Outlook as an appointment/task. Unfortunately, if the call was redirected to another advisor, the other advisor will not have access to the appointment created in the previous advisor’s Outlook.
3. You want to fit a long column heading into a small space without changing the font size
For example, they may assess how well students are functioning, administer tests (but not make judgments on test results), observe and document behaviours as students participate in learning activities and, where appropriate, help plan the educational program. Together with teachers, educational assistants enrich the educational program by helping students gain the knowledge and skills they need to function in the classroom, the school and the larger community. Objectives describe the desired student behavior or performance required as a result of a learning experience, are statements of what students should be able to do or do better as a result of having worked through a course or lesson, are short term in their orientation, generally have a narrow focus and are usually precise and refer to observable student
An objective is the desired or needed result to be achieved by a certain time. In the Community Center I observation one classroom with three to five years preschool outside of the playground. There was a tire tube swing and one teacher is pushing the children. The color of the tire tube was red and round. There was a basketball court in the playground and three boys playing. There was a toy bear that a boy was carrying around in the playground. There was a purple ball child with happy face on it. There were four girls ridding horse on the ride. Four boys were wearing shorts; 10 girls with blonde hair. The playground was filled with flowers with six tires around playground. There were 10 tricycles in the play area, and four chi...
In my opinion, each module wants readers to understand what the topic is about. For example, they want to be able bring awareness to difficult topics that we are afraid to talk about. Another connection that modules would have is that individuals are affected by the topic that we are studying. For example, everyone has to face poverty and violence at some point in their life. These modules help us as reader to know what steps to take if we ever become victims of the issues that are discussed in the other modules.
The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals...
In what form are the questions? Module 5: General questions just like you are used to but they require. information from other modules to answer. Module 8: some general questionsâ€but also data handling & experimental. techniques, questions and an essay.
classification of educational goals, on which he created a type of learning objective that has
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
While there is some room for teacher flexibility in choosing class novels, the core lessons follow the frameworks, so that any student within a grade level could change classes, or even schools, at any time without missing the instruction of the core standards. In essence, teachers have to follow a set guideline to accommodate schedule changes. The system is driving the way instruction is designed. This does benefit students because it ensures they do not miss an important part of the year, since all teachers are teaching the same standards at the same time.
Secondly, teachers have to identify the goals and objectives that suit their science students and the expected outcomes of the lessons. The goals set when preparing science teaching plans may be broad in nature, but should at least relate directly to the skills and knowledge that instructors intend to impart to their students. The objectives, unlike goals, need to be specific and should reflect what the teachers want their students to achieve through the tasks they design for them in the learning process. Objectives set in science lessons are usually specific to performance and behavioral in nature (Martin, Sexton, & Franklin, 2009).
In the beginning of the first lesson, the objective for which the student was to meet by the end of the last session was stated. This objective is the following:
...omes. Modules are standardized in terms of organization. Each module contains student objectives, materials and readings, a discussion board for sharing information, a homework assignment, an online quiz and additional resource materials. Students are able to focus on a key area or concept in each module and each module contains activities and exercises to support learning. A variety of materials are provided to encourage exploration and understanding of the key concepts.
Specifically, how learning is achieved varies across individuals. Research and theory have provided good insight into different learning styles and how these influence student learning and mastery. Ultimately however, learning is the outcome directly related to the level of skill development within the instructor. I plan to use techniques to facilitate student learning such as working through examples that apply the content to practice, providing process worksheets to guide learning through assignments, utilize a variety of presentation formats to engage multiple different learning styles and help maintain student attention, and connect class content to the readings and provide quiz incentives to complete the readings before