Determining and Formulating Goals :)

7/29/2019 Determining and Formulating Goals :)

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Eddelyn D. Gupeteo

Principles of Teaching 1Summer Class


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1. Begin with the end in mind.

2. Share lesson objective with students.

3. Lesson objectives must be in the two or

three domains cognitive, affective &

psychomotor.

4. Work on significant & relevant lessonobjectives.


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5. Lesson objectives must be aligned with the

aims of education as embodied in the

Philippine Constitution & other laws & on

the vision-mission statements of theeducational institution of which you are

apart.

6. Aim at the development of critical and

creative thinking. For accountability oflearning, lesson objectives must be SMART


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A statement in specific and measurable

terms that describes what the learner will

know and/or be able to do and/or feel as aresult of engaging this learning activity.

Example: Students will list three

characteristics that make the family

medicine physician distinctive from otherspecialists in the health care system.


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1. A measurable verb

2. The important condition (if any) under

which the performance is to occur and 3. The criterion of acceptable performance

(standard).


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By knowing where you intend to go, you

increase the chances of you and the learner

ending up there Guides the teacher relative to the planning

of instruction, delivery of instruction and

evaluation of student achievement.

Guides the learner; helps him/her focusand set priorities

Allows for analysis in terms of the levels of

teaching and learning


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Shows colleagues and students what we value

Guides for the learner relative to self-

assessment

Provides a basis for analyzing the level ofcognitive thinking expected from the learner

Makes teaching more focused and organized

Provides models so that the students can

write their own objectives and thus helpsdevelop an important life long learning skill;

the setting of objectives


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Specific

Measurable

AttainableResult-oriented and relevant

Time-bound and Terminal


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COGNITIVE

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating


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Examples: Recite a policy. Quote prices frommemory to a customer. Knows the safety

rules.

Key Words: defines, describes, identifies,knows, labels, lists, matches, names,

outlines, recalls, recognizes, reproduces,

selects, states.


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Examples: Rewrites the principles of testwriting. Explain in one's own words the steps

for performing a complex task. Translates an

equation into a computer spreadsheet.Key Words: comprehends, converts,

defends, distinguishes, estimates, explains,

extends, generalizes, gives an example,

infers, interprets, paraphrases, predicts,rewrites, summarizes, translates.


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Examples: Use a manual to calculate anemployee's vacation time. Apply laws of

statistics to evaluate the reliability of a

written test.Key Words: applies, changes, computes,

constructs, demonstrates, discovers,

manipulates, modifies, operates, predicts,

prepares, produces, relates, shows, solves,uses.


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Examples: Troubleshoot a piece ofequipment by using logical deduction.

Recognize logical fallacies in

reasoning. Gathers information from adepartment and selects the required tasks

for training.

Key Words: analyzes, breaks down,

compares, contrasts, diagrams, deconstructs,differentiates, discriminates, distinguishes,

identifies, illustrates, infers, outlines,

relates, selects, separates.


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Examples: Select the most effectivesolution. Hire the most qualified candidate.

Explain and justify a new budget.

Key Words: appraises, compares, concludes,contrasts, criticizes, critiques, defends,describes, discriminates, evaluates, explains,

interprets, justifies, relates, summarizes,

supports.


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Examples: Write a company operations orprocess manual. Design a machine to perform

a specific task. Integrates training from

several sources to solve a problem. Revises

and process to improve the outcome.

Key Words: categorizes, combines, compiles,composes, creates, devises, designs,

explains, generates, modifies, organizes,plans, rearranges, reconstructs, relates,

reorganizes, revises, rewrites, summarizes,

tells, writes.


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AFFECTIVE

Receiving

Responding

Valuing

Organization

characterization


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Examples: Listen to others with respect.Listen for and remember the name of newly

introduced people.

Key Words: asks, chooses, describes,follows, gives, holds, identifies, locates,names, points to, selects, sits, erects,

replies, uses.


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Active participation on the part of the

learners. Attends and reacts to a particular

phenomenon. Learning outcomes may

emphasize compliance in responding,

willingness to respond, or satisfaction in

responding (motivation).


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Examples: Participates in classdiscussions. Gives a presentation. Questions

new ideals, concepts, models, etc. in order

to fully understand them. Know the safety

rules and practices them.

Key Words: answers, assists, aids, complies,conforms, discusses, greets, helps, labels,

performs, practices, presents, reads, recites,reports, selects, tells, writes.


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The worth or value a person attaches to a

particular object, phenomenon, or

behavior. This ranges from simple acceptance

to the more complex state of

commitment. Valuing is based on the

internalization of a set of specified values,

while clues to these values are expressed in

the learner's overt behavior and are often

identifiable.


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Examples: Demonstrates belief in thedemocratic process. Is sensitive towards

individual and cultural differences (valuediversity). Shows the ability to solve

problems. Proposes a plan to social

improvement and follows through with

commitment. Informs management onmatters that one feels strongly about.

Key Words: completes, demonstrates,differentiates, explains, follows, forms,

initiates, invites, joins, justifies, proposes,reads, reports, selects, shares, studies,

works.


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Organizes values into priorities by

contrasting different values, resolving

conflicts between them, and creating an

unique value system. The emphasis is on

comparing, relating, and synthesizing

values.


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Examples: Recognizes the need for balancebetween freedom and responsiblebehavior. Accepts responsibility for one's

behavior. Explains the role of systematicplanning in solving problems. Acceptsprofessional ethical standards. Creates a lifeplan in harmony with abilities, interests, and

beliefs. Prioritizes time effectively to meetthe needs of the organization, family, andself.

Key Words: adheres, alters, arranges,combines, compares, completes, defends,explains, formulates, generalizes, identifies,integrates, modifies, orders, organizes,prepares, relates, synthesizes.


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Has a value system that controls their

behavior. The behavior is pervasive,

consistent, predictable, and most

importantly, characteristic of the

learner. Instructional objectives are

concerned with the student's general

patterns of adjustment (personal, social,

emotional).


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Examples: Shows self-reliance when workingindependently. Cooperates in group

activities (displays teamwork). Uses anobjective approach in problem

solving. Displays a professional commitment

to ethical practice on a daily basis. Revises

judgments and changes behavior in light ofnew evidence. Values people for what they

are, not how they look.

Key Words: acts, discriminates, displays,

influences, listens, modifies, performs,practices, proposes, qualifies, questions,

revises, serves, solves, verifies.


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Dave's (1975): Psychootor

Imitation Observing and patterning behavior aftersomeone else. Performance may be of low quality.Example: Copying a work of art.

Manipulation Being able to perform certain actionsby following instructions and practicing. Example:Creating work on one's own, after taking lessons, orreading about it.

Precision Refining, becoming more exact. Fewerrors are apparent. Example: Working and reworkingsomething, so it will be just right.

Articulation Coordinating a series of actions,achieving harmony and internal consistency. Example:Producing a video that involves music, drama, color,sound, etc.

Naturalization Having high level performancebecome natural, without needing to think muchabout it. Examples: Michael Jordan playingbasketball, Nancy Lopez hitting a golf ball, etc.


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Harrow's (1972): Psychomotor

Reflex movements Reactions that are notlearned.

Fundamental movements Basic movementssuch as walking, or grasping.

Perception Response to stimuli such as visual,auditory, kinesthetic, or tactile discrimination.

Physical abilities Stamina that must bedeveloped for further development such asstrength and agility.

Skilled movements Advanced learnedmovements as one would find in sports or acting.

No discursive communication Effective bodylanguage, such as gestures and facialexpressions.


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The ability to use sensory cues to guide

motor activity. This ranges from sensory

stimulation, through cue selection, to

translation.


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Examples: Detects non-verbalcommunication cues. Estimate where a ball

will land after it is thrown and then movingto the correct location to catch the ball.

Adjusts heat of stove to correct temperature

by smell and taste of food. Adjusts the height

of the forks on a forklift by comparing wherethe forks are in relation to the pallet.

Key Words: chooses, describes, detects,differentiates, distinguishes, identifies,

isolates, relates, selects.


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Readiness to act. It includes mental,

physical, and emotional sets. These three

sets are dispositions that predetermine a

person's response to different situations

(sometimes called mindsets).


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Examples: acts upon a sequence of steps ina manufacturing process. Recognize one's

abilities and limitations. Shows desire tolearn a new process (motivation). NOTE: This

subdivision of Psychomotor is closely related

with the Responding to phenomena

subdivision of the Affective domain.Key Words: begins, displays, explains,

moves, proceeds, reacts, shows, states,

volunteers.


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The early stages in learning a complex skill

that includes imitation and trial and error.

Adequacy of performance is achieved by

practicing.


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Examples: Performs a mathematicalequation as demonstrated. Follows

instructions to build a model. Responds hand-

signals of instructor while learning to operate

a forklift.

Key Words: copies, traces, follows, react,reproduce, responds


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This is the intermediate stage in learning a

complex skill. Learned responses have

become habitual and the movements can be

performed with some confidence and

proficiency.


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Examples: Use a personal computer. Repaira leaking faucet. Drive a car.

Key Words: assembles, calibrates,

constructs, dismantles, displays, fastens,fixes, grinds, heats, manipulates, measures,

mends, mixes, organizes, sketches.


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The skillful performance of motor acts that

involve complex movement

patterns. Proficiency is indicated by a quick,

accurate, and highly coordinated

performance, requiring a minimum of

energy. This category includes performing

without hesitation, and automatic

performance. For example, players are often

utter sounds of satisfaction or expletives as

soon as they hit a tennis ball or throw a

football, because they can tell by the feel of

the act what the result will produce.


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Examples: Maneuvers a car into a tightparallel parking spot. Operates a computer

quickly and accurately. Displays competencewhile playing the piano.

Key Words: assembles, builds, calibrates,constructs, dismantles, displays, fastens,

fixes, grinds, heats, manipulates, measures,mends, mixes, organizes, sketches.

NOTE: The Key Words are the same as

Mechanism, but will have adverbs or

adjectives that indicate that the

performance is quicker, better, more

accurate, etc.


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Skills are well developed and the individual

can modify movement patterns to fit special

requirements.


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Imitation

Manipulation

Precision


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Examples: Responds effectively to

unexpected experiences. Modifiesinstruction to meet the needs of the

learners. Perform a task with a machine that

it was not originally intended to do (machine

is not damaged and there is no danger inperforming the new task).

Key Words: adapts, alters, changes,rearranges, reorganizes, revises, varies.


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Creating new movement patterns to fit a

particular situation or specific problem.

Learning outcomes emphasize creativity

based upon highly developed skills.


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Examples: Constructs a new theory.Develops a new and comprehensive training

programming. Creates a new gymnastic

routine.

Key Words: arranges, builds, combines,composes, constructs, creates, designs,

initiate, makes, originates.


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Select a verb for performing the task anddetermine if the verb you have chosen best

describes the type of behavior that the

learners need to display after training/the

lesson

Under what conditions must the task beperformed?

Determine to what standards the taskmust be performed.


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The learner will be able to: describe the

mechanisms of action for each of the two

classes of neuromuscular blocking agents

(depolarizing agents & competitive agents)


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1. Are the terms behavioral?

2. Are they SMART?

3. Are they relevant and significant and

therefore, worth pursuing?4. Are the three domain of objectives

represented?


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Determining and Formulating Goals :)