Weitere ähnliche Inhalte Ähnlich wie Preparing educational objectives: The good, the bad, and the value (20) Mehr von Patricia Parsons (8) Kürzlich hochgeladen (20) Preparing educational objectives: The good, the bad, and the value2. What is a ‘curriculum’
A plan for a specific
area of study
The design of an
educational
program leading to a
specific credential
210/10/2013 © Patricia J. Parsons
3. What’s so great about well-
written objectives?
They provide direction.
For students: what they should be headed toward
For faculty: in curriculum planning, analysis & revision
They are useful in selecting learning experiences.
They provide the basis for evaluation.
They express curriculum decisions and publicize
them.
310/10/2013 © Patricia J. Parsons
4. Objectives Direct the Course Planning
Process
0Stage 1: Identify desired results.
0Stage 2: Determine acceptable evidence.
0Stage 3: Design learning experiences &
instruction.
“Begin with the end in mind.” Steven Covey
Planning Backwards
410/10/2013 © Patricia J. Parsons
5. Before you begin writing…you need
to understand that…
0 High-quality objectives are based on an understanding of
the domains of learning.
0 What should the students know?
0Cognitive domain
0 What should the students think about what they know?
0Affective domain
0 What should the students be able to do?
0Psychomotor domain
510/10/2013 © Patricia J. Parsons
7. The Affective Domain:
What the Students Should Think:
attitudes values, aesthetics, appreciation)
0 Receiving
0 Responding
0 Valuing
0 Organizing
0 Characterization by value
Krathwohl, Bloom and Masia (1963) Taxonomy of Educational
Objectives: Handbook II: The Affective Domain
710/10/2013 © Patricia J. Parsons
8. The Psychomotor Domain
What Students Should be Able to Do
0 Imitation
0 Manipulation
0 Precision
0 Articulation
0 Naturalization
Adapted from Simpson, Gronlund et al.
810/10/2013 © Patricia J. Parsons
9. Good learning objectives should do the
following:
0 reflect broad conceptual knowledge and adaptive
vocational and generic skills
0 reflect essential knowledge, skills or attitudes;
0 focus on results of the learning experiences;
0 reflect the desired end of the learning experience, not the
means or the process;
0 represent the minimum performances that must be
achieved to successfully complete a course or program;
0 answer the question, "Why should a student take this
course anyway?"
Source: Teaching Support Services, University of Guelph 2003
910/10/2013 © Patricia J. Parsons
10. Rules for selecting course
content…
Need to
know
Primary
consideration
Nice to
know
If there is time
Nuts to
know
Don’t waste
your time
1010/10/2013 © Patricia J. Parsons
11. Summary:
Characteristics of Ideal Instructional Objectives
0 Student not instructor-oriented
0 Outcome-oriented rather than process (or
activity) driven
0 They are clear and understandable rather than
vague and unfocused
0 Objective not subjective (observable)
1110/10/2013 © Patricia J. Parsons
Hinweis der Redaktion …the concept of a plan is very important here. A curriculum for public relations as a professional field of study is more than coming up with a laundry list of important things to study and then developing a series of courses. This, however, has often been how PR practitioners conceptualized education for practice. …the design is paramount…then the individual courses are developed within that framework. This should be an easy concept for Pr professionals who might have been engaged in strategic plan development during their careers. But it isn’t always pointed out to them. …the concept of curriculum has many practical implications. One that springs immediately to mind is the situation where a practitioner comes to a college or university to teach a single course. The course will be much less effective for the students if the instructor fails to research the overall curriculum and how this single course fits into it. As you move up the pyramid, there is increasing intellectual demand. Knowledge Verbs:Chooses, cites, completes, defines, matches, distinguishes, draws, enumerates, identifies, indicates, labels, lists, locates, matches, names, observes, outlines, picks, points, quotes, recalls, recites, recognizes, records, selects, states, tracesComprehension Verbs:Associates, computes, concludes, defends, describes, differentiates, discusses, estimates, expands, extrapolates, generalizes, gives examples, infers, interprets, summarizesApplication Verbs:Applies, assesses, charts, classifies, constructs, participates, performs, plans, practices, predicts, prepares, preserves, provides, reports, solves uses, utilizes.Analysis Verbs:Analyzes, breaks down, categorizes, compares, contrasts, correlates, debates, deduces, detects, differentiates, focuses, prioritizesSynthesis Verbs:Adapts, anticipates, arranges, constructs, creat3es, designs, facilitates, generalizes, incorporates, integrates, invents, models, organizes, prepares, reorganizes, structures, synthesizesEvaluation Verbs:Appraises, argues, assesses, concludes, considers, criticizes, critiques, defends, evaluates, interprets, judges, justifies, recommends, reframes, validates.Source: http://leader.louisville.edu/edtl/kemp/edsd606/fall01/instruct/bloom.htm How do you know when you have ‘enough’ material?Triage…