Management of instruction

Reported by:

Shiela Lyn Estomaguio

Angelica Marella de Jesus

Gladdys Carabuena

Ma.Testarossa See

Noreen Beatriix Selino

Introduction

The material as well as the non -

material resources in the

teaching-learning process most

be well-managed in order to

reap optimum learning.

“ There are three function that

most be performed in instructional

management this are;

Assessment

Decision

Initiation

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

1.”Begin with the end with mind” says Covey, the author of “seven Habits of effective people” . In the context of teaching our lesson with clearly defined lesson objective.2.Share lesson objective with students. Like a seminar that begins with a statement of purpose, our lesson ought to begin with a statement and clarification of our lesson objective.3.Lesson objective must be in the two or three domains knowledge (cognitive) skill, (psychomotor ) and values (affective). Our lesson maybe dominantly cognitive, psychomotor or affective.4. Work on significant and relevant lesson objectives. With our lesson objective becoming our students’ lesson objective, too, our students will be self-propelled as we teach.

5. Lesson objective must be aligned with the aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution of which you are a part. The aims of education as enshrined in our fundamental law of the land, in the Education Act of 1982, the Ten-Year Medium Term Development Plan must be reflected in the Vision-mission statements6. Aim of the development of critical and creative thinking . This is said more than done. We need not go into a laborious research to be convinced that the development of critical and creative thinking is wanting in classrooms.7. For accountability of learning, lesson objectives must be SMART, i.e., Specific Measurable, Attainable, Result-oriented and Relevant , Time-bound and terminal. When our lesson objective is SMART it is quite easy to find out at the end our lesson if we attained our objective or not.

Levels of generality and specificity goals

Goals that are deemed difficult to achieve and specific tend to increase

performance more than goals that are not. A goal can become more

specific through quantification or enumeration (should be measurable),

such as by demanding "...increase productivity by 50%," or by defining

certain tasks that must be completed.

Setting goals affects outcomes in four ways

•Choice: goals narrow attention and direct efforts to goal-relevant

activities, and away from perceived undesirable and goal-irrelevant

actions.

•Effort: goals can lead to more effort; for example, if one typically

produces 4 widgets an hour, and has the goal of producing 6, one may

work more intensely towards the goal than one would otherwise.

•Persistence: someone becomes more prone to work through setbacks

if pursuing a goal.

•Cognition: goals can lead individuals to develop and change their

behavior.

People perform better when they are committed to

achieving certain goals. Through an understanding of the

effect of goal setting on individual performance,

organizations are able to use goal setting to benefit

organizational performance. Locke and Latham have

indicated three moderators that indicate goal setting

success:

•The importance of the expected outcomes of goal

attainment, and;•Self-efficacy – one's belief that they are able to achieve the

goals, and;•Commitment to others – promises or engagements to

others can strongly improve commitment.

Goal commitment

Goal choice

Self-efficacy, past performance and various other social factors influence goal setting. Failure to meet previous goals often leads to setting lower (and more likely achievable) goals.

Learning goals

There are times when having specific goals is not a best option; this is the case when the goal requires new skills or knowledge” Tunnel vision “ of a consequence of specific goal they ignore the need to learn new skills or acquire new information. In situational like this, be best option to set learning goal.

FramingHow goals are viewed influences performance. When one feels threatened and or intimidated by a high goal they perform poorer than those who view the goal as a challenge. The framing of a goal as a gain or a loss influences ones eventual performance.

AffectRealization of goals as an effect on feelings of success and satisfaction. Achieving goals has a positive effect, and failing to meet goals has negative consequences.

Group goalsThe relationship between group goals and individual goals influences group performance; when goals are compatible there is the positive effect , but when goals are incompatible the effects can be detrimental to the groups performance.

On a basic level the two types of goals are learning goals and performance goal. Each possesses different traits associated with the kind of goal that is selected 1.) Learning goalsoTasks where skills and knowledge can be acquired2.)Performance goal o Avoid task where error and judgment are

possibleo Select task that are easy to accomplish and will

make one appear successful

Goals and traits

Principle 1: Instructing based design to reflexive learningPrinciple 2: Multiple supporting of cognitive, motivational and emotional characteristicsPrinciple 3: Considering the strengths of students Principle 4: Knowledge acquiring and applying Principle 5: Supporting and evaluating basic knowledge Principle 6: Stimulating argumentation skills

Formulating Instructional Objectives

Principle 7: Realizing and guiding self-regulatedPrinciple 8: Increasing the efficiency of learningPrinciple 9: Arousing and sustaining interestPrinciple 10: Increasing positive feelingsPrinciple 11: Decreasing negative feelingPrinciple 12: Establishing respect and responsibilityPrinciple 13: Using self-instructional learning

Sources of Learning

LearningText booksElectronic media InternetFictional story/novelComputer games

Guidance on Aims and Objectives for Teaching and

Learning1. Reasons for Stating Aims and ObjectivesThe statement of educational and objectives has several benefits: To help teachers design the course - the content, the methods,

and the assessment. To communicate the educational intent of the course to

students and to colleagues. To help identify the resources needed to undertake the

teaching; To provide a basis for evaluating the course, and a basis for

quality assurance. A further reason for setting out aims and objectives is that

SHEFC's Teaching Quality. Assessment is made with reference to provider's own

statement of aims and objectives.

2.Aims, Objectives, and Learning OutcomesThese terms are used in a technical sense and it is important for all

teaching staff to be aware of their meanings. Broadly speaking, all

educational purposes can be defined in one of two ways:

(a) What it is intended that the teacher will do?

(b) What it is intended that the student will have learnt, or will be

able to do, as a result of a learning experience?

3.A Hierarchy of Aims and ObjectivesThere are a number of circumstances in which aims and objectives

can be specified. These are set out in Figure 1 in the form of

hierarchy in which the higher levels (eg the degree programmed)

should determine the nature of the aims and objectives adopted for

the lower level (eg a course). Or, to put the point in another way, the

achievement of higher level aims will depend on achieving lower

level aims. The key question to ask is: "How will the aim and

objective for this individual teaching session help achieve the

overall aim and objectives of the course?“

Figure 1 Showing the relationship between aims and objectives at different levels.The type of content specified in statements of aims and objectives will vary with the level. Objectives, particularly those concerned with academic content, will be defined in more detail at the lower levels of the hierarchy; ie at the level of the course and individual teaching session. At the level of department or degree programmed, it is likely to be more appropriate to define an aim in terms of the overall scope of the subject and also in terms of the qualities which it is intended that a student in that discipline would develop on the programmed.

4. Classification of Educational ObjectivesEducational objectives can cover a range of different types of intended learning outcomes. The most recent documentation from the Scottish Higher Education Funding Council for 1997/98 lists the following: "The acquisition of knowledge, the development of understanding and other general intellectual abilities, the development of conceptual, intellectual and subject-specific skills, the development of generic or transferable skills, and the development of values, of motivation or of attitudes".

These can be summarized as follows:•Personal transferable skills

•Conceptual knowledge and skills

•Discipline-related knowledge and skills

•Attitudinal

5. The Framing of Objectives at Course and Session LevelObjectives should be phrased in terms of what students will know and can

do rather than what teachers intend, but there is debate about the form that

these statements of outcomes should take. As a principle, they should be

framed as explicitly and precisely as possible taking account of the nature of

the course and the nature of the outcomes. Where the outcomes are

concerned with students acquiring a simple skill or relatively straightforward

knowledge then what is termed a behavioral approach may be adopted.

6. Assessment And ObjectivesAssessment activities should be designed so as to enable the students’

achievement of all objectives to be assessed. Equally, students should not be assessed on anything which has not been specified in the objectives.

Taxonomy Of Objectives

With Educational taxonomy, learning is classified into

three domains namely:

1.Affective.

2.Cognitive

3.Psychomotor or behavioral

CRITERIA OF MEASURABLE OBJECTIVE LEARNERS BEHAVIOR

A Learning Objective is Made Up of 3 Parts:

1. BEHAVIOR:

Describes what participants will be able to do as a consequence

of taking a course.

2. CONDITION:

Describes conditions under which the student will perform the

behavior.

3. CRITERIA:

Describes the criteria you will use to evaluate student

performance.

WRITING A LEARNING OBJECTIVE IN 4

STEPS

STEP 1. what BEHAVIOR will the student be able to do after

the course?

STEP 2. under what CONDITION will the behavior be

performed ?

STEP 3. against what CRITERIA?

STEP 4. now put it all together

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