preparing educational objectives: the good, the bad, and the value
DESCRIPTION
Many new university instructors/professors have little or no training in pedagogy. Before even setting foot in the classroom, it's crucial to know what your student-centered course objectives will be. But how to develop them. This presentation is offered to assist in the development of educational objectives.TRANSCRIPT
Preparing educational objectives
The good, the bad and the value
Patricia J. Parsons
Professor
Communication Studies
Mount Saint Vincent University
Halifax, Canada
© Patricia J. Parsons 2
What is a ‘curriculum’
A plan for a specific
area of study
The design of an
educational program
leading to a specific
credential
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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.
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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
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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 domain0 What should the students think about what they know?
0Affective domain0 What should the students be able to do?
0Psychomotor domain
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Hierarchy of Intellectual Demand
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Cognitive domain
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The Affective Domain:What the Students Should Think:
attitudes values, aesthetics, appreciation)
0 Receiving0 Responding0 Valuing0 Organizing0 Characterization by value
Krathwohl, Bloom and Masia (1963) Taxonomy of Educational Objectives: Handbook II: The Affective Domain
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The Psychomotor DomainWhat Students Should be Able to Do
0 Imitation0 Manipulation0 Precision0 Articulation0 Naturalization
Adapted from Simpson, Gronlund et al.
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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
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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
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Summary: Characteristics of Ideal Instructional Objectives
0 Student not instructor-oriented0 Outcome-oriented rather than process (or
activity) driven0 They are clear and understandable rather than
vague and unfocused0 Objective not subjective (observable)
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