Building up behavioural and learning objectives

Building up behavioural and learning objectives
Building up behavioural and learning objectives


Aim of the session
1-to make you think about various types of learning objectives2-to help you recognize behaviuoral objectives
3-to help you write valid behavioral objectives.
Warm-up discussion
In pairs discuss the following questions?
1-what are the main components of a good lesson plan?
2-what are the resources you utilize to prepare your lesson plan?
Exploratory task one
Read the following paragraph and reflect showing your own opinions and perspectives
For many, if not most teachers, learning objectives are central to all lesson plans they develop themselves or adapt from those written by others. That said, objectives that are used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable student behavior or performance that are used to make judgments about learning - certainly the ultimate aim of all teaching. At some point, almost every teacher, especially new teachers and teacher education students, must learn to write these types of objectives. Here, such objectives are referred to as learning objectives. Acquiring this skill is something of a rite of passage in the process of becoming a teacher, yet it is a skill that requires practice, feedback, and experience. Over the past 30 years or so, the emphasis on, and attention paid to learning objectives has waxed and waned as different ideas change about how best to express instructional intent.
Learning objectives are about curriculum, not instruction. This is a key point. Many tend to confuse learning objectives with objectives a teacher may have that relate to student conduct or behavior in a classroom. Properly constructed learning objectives are about the evidence of learning; they specify what behavior a student must demonstrate or perform in order for a teacher to infer that learning took place. Since learning cannot be seen directly, teachers must make inferences about learning from evidence they can see and measure. Learning objectives, if constructed properly, provide an ideal vehicle for making those inferences.
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