Teaching and Learning Objectives

1. Teaching and Learning Objectives

2. Bloom’s Taxonomy • Perry Model • 7 good practices for undergraduate teaching • Fink’s model

3. Student Management of MaterialBloom’s Taxonomy

4. What do we mean by Taxonomy? • Knowledge: remembering of previously learned material. • Recall of material, from specific facts to complete theories, • but all that is required is the bringing to mind of the appropriate information. • Knowledge represents the lowest level of learning outcomes in the cognitive domain. • Examples of learning objectives: • know common terms, specific facts, • know methods and procedures, • know basic concepts, know principles.

5. What do we mean by Taxonomy? • Comprehension: ability to grasp meaning of material. • May be shown by • translating material from one form to another • interpreting material (explaining or summarizing) • estimating future trends (predicting consequences/effects). • One step beyond simple remembering of material, and represent the lowest level of understanding. • Examples of learning objectives: • understand facts and principles, • interpret verbal material, charts and graphs, • translate verbal material to mathematical formulae, • estimate the future consequences implied in data, • justify methods and procedures.

6. What do we mean by Taxonomy? • Application: ability to use learned material in new and concrete situations. • May include the application of such things as rules, methods, concepts, principles, laws, and theories. • Requires a higher level of understanding than those under comprehension. • Examples of learning objectives: • apply concepts and principles to new situations, • apply laws and theories to practical situations, • solve mathematical problems, • construct graphs and charts, • demonstrate the correct usage of a method or procedure.

7. What do we mean by Taxonomy? • Analysis: ability to break down material into its component parts so that its organizational structure may be understood. • May include identification of parts, analysis of relationship between parts, and recognition of organizational principles involved. • Higher level than 2 and 3—requires understanding of both content and structural form of the material. • Examples of learning objectives: • recognize unstated assumptions, • recognize logical fallacies in reasoning, • distinguish between facts and inferences, • evaluate the relevancy of data, • analyse the organizational structure of creative work

8. What do we mean by Taxonomy? • Synthesis: ability to put parts together—form new whole. • May involve production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). • Examples of learning objectives: • write a well organized theme, write a creative short story • give a well organized speech, propose plan for an experiment, • integrate learning from different areas into a plan for solving a problem, • formulates new scheme for classifying objects (or events, or ideas).

9. What do we mean by Taxonomy? • Evaluation: ability to judge value of material (statement, research report) for a given purpose. • Judgments based on definite criteria, • may be internal criteria (organization) or • external criteria (relevance to the purpose) and • the student may determine the criteria or be given them. • Highest learning outcomes—contains elements of all other categories, plus conscious value judgments based on clearly defined criteria. • Examples of learning objectives: • judge logical consistency of written material, • judge adequacy of data to support conclusions, • judge value of a work by use of internal criteria, • judge value of a work by use of external standards of excellence.

11. The Perry Model of Intellectual and Ethical Development • Dualistic Thinking • Students generally believe knowledge is certain and unambiguous: black/white, right/wrong • Questions have immutable, objective answers • Students generally believe authorities possess valuable wisdom that contains eternal truths Transitions in Cognitive Development Certainty yields to uncertainty and ambiguity

12. The Perry Model of Intellectual and Ethical Development 2. Multiplicity: Students come to believe that where uncertainty exists, knowledge and truth are essentially subjective and personal • Transitions in Cognitive Development • Students come to recognize that mere opinion is insufficient because specific criteria help evaluate the usefulness and validity of knowledge claims: • methodology, empirical evidence • explanatory power, predictive power • logical consistency • positive vs. normative conclusions

13. The Perry Model of Intellectual and Ethical Development 3. Contextual-Relativism: Students come to believe that even where uncertainty exists, people must make choices about premises, frameworks, hypotheses, and theories to apply; policy conclusions are not self-evident • Transitions in Cognitive Development Students may come to recognize that even in a world of uncertainty, they must make choices (whether about ideas, hypotheses, theories, or policies). These choices require methods of critical thinking.

14. The Perry Model of Intellectual and Ethical Development 4. Context-Appropriate Decisions • Students may come to acknowledge that choices require analysis and values. • Knowledge, theories, and methods are imperfect and uncertain, thus personal choices require acknowledging personal responsibility that follows from personal values.

15. Perry Applications to Teaching • Mathematics: Copes, L. (1982). "The Perry Developmental Scheme: A metaphor for learning and teaching mathematics," For the Learning of Mathematics. • Engineering: Culver, R. and Hackos, J. (1981). "Perry's model for intellectual development: Implications for engineering education," • Foreign Languages: Jacoby, E.F., Jr. (1985). "The developmental hypothesis in foreign languages learning: Implications for proficiency," • Biology: Kimmel, D.L., Jr. (1985). "Use of the Perry Model in an introductory biology course” • Health Education: Nowakowski, L. (1980). "Developing a nursing conceptual

16. 7 good practices in undergraduate education • encourages contact between students and faculty, • develops reciprocity and cooperation among students, • encourages active learning, • gives prompt feedback, • emphasizes time on task, • communicates high expectations, and • respects diverse talents and ways of learning.

17. Seven Principles of Good Practice 1. Encourages Contact Between Students and Faculty • Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. • Faculty concern helps students get through rough times and keep on working. • Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

18. Seven Principles of Good Practice • Develops Reciprocity and Cooperation Among Students • Learning is enhanced when it is more like a team effort that a solo race. • Good learning, like good work, is collaborative and social, not competitive and isolated. • Working with others often increases involvement in learning. • Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

19. Seven Principles of Good Practice • Encourages Active Learning • Learning is not a spectator sport. • Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. • They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. • They must make what they learn part of their experience.

20. Seven Principles of Good Practice 4. Gives Prompt Feedback • Knowing what you know and don't know focuses learning. • Students need appropriate feedback on performance to benefit from courses. • When getting started, students need help in assessing existing knowledge and competence. • In classes, students need frequent opportunities to perform and receive suggestions for improvement.

21. Seven Principles of Good Practice 5. Emphasizes Time on Task • Time plus energy equals learning. • There is no substitute for time on task. • Learning to use one's time well is critical for students and professionals alike. • Students need help in learning effective time management. • Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.

22. Seven Principles of Good Practice 6. Communicates High Expectations • Expect more and you will get more. • High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. • Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

23. Seven Principles of Good Practice 7. Respects Diverse Talents and Ways of Learning • There are many roads to learning. • People bring different talents and styles of learning • Talent and skill in one area doesn’t guarantee talent and skill in all areas. • Students need the opportunity to show their talents and learn in ways that work for them. • Then they can be pushed to learn in new ways that do not come so easily.

24. Planning a teaching session • Stage 1: Pre-Session Preparation • Goals • Content • Student level • Stage 2: Lesson Planning and Implementation • Unit title • Instructional goals • Objectives • Rationale • Content • Instructional procedures • Evaluation procedures • Materials • Stage 3: Post-Lesson Activities • Lesson evaluation and revision

25. DAILY LESSON PLAN INSTRUCTOR DATE COURSE TITLE LESSON NUMBER UNIT SPECIFIC TOPIC INSTRUCTIONAL GOAL (outcome that students should be able to demonstrate upon completion of the entire unit) PERFORMANCE OBJECTIVE (use an action verb in a description of a measurable outcome) RATIONALE (brief justification -- why you feel the students need to learn this topic) LESSON CONTENT (what is to be taught) • INSTRUCTIONAL PROCEDURES • Focusing event (something to get the students' attention) • Teaching procedures (methods you will use) • Formative check (progress checks throughout the lesson) • Student Participation (how you will get the students toparticipate) • Closure (how you will end the lesson) EVALUATION PROCEDURES (how you will measure outcomes to determine if the material has been learned) MATERIALS AND AIDS (what you will need in order to teach this lesson) Lesson Plan

26. Course ObjectivesFink’s Five Principles of Good Course Design • Challenges students to HIGHER LEVEL LEARNING. • All courses require some "lower level" learning, i.e., comprehending and remembering basic information and concepts. • Many never get beyond this. • Examples of "higher level learning" include problem solving, decision making, critical thinking, and creative thinking.

27. Course ObjectivesFink’s Five Principles of Good Course Design 2. Uses ACTIVE FORMS OF LEARNING. • Some learning will be "passive", i.e., reading and listening. • But "higher level learning," almost by definition, requires active learning. • One learns to solve problems by solving problems; one learns to think critically by thinking critically; etc.

28. Course ObjectivesFink’s Five Principles of Good Course Design 3. Gives FREQUENT and IMMEDIATE FEEDBACK to students on the quality of their learning. • Higher level learning and active learning require frequent and immediate feedback for students to know whether they are "doing it" correctly. • "Frequent" means weekly or daily; feedback consisting of "two mid-terms and a final" is not sufficient. • "Immediate" means during the same class if possible, or at the next class session.

29. Course ObjectivesFink’s Five Principles of Good Course Design 4. Uses a STRUCTURED SEQUENCE OF DIFFERENT LEARNING ACTIVITIES. • Any course needs a variety of forms of learning (e.g., lectures, discussions, small groups, writing, etc.), both to support different kinds of learning goals and different learning styles. • But these various learning activities also need to be structured in a sequence such that earlier classes lay the foundation for complex and higher level learning tasks in later classes.

30. Course ObjectivesFink’s Five Principles of Good Course Design • Has a FAIR SYSTEM FOR ASSESSING AND GRADING STUDENTS. • Even when students feel they are learning something significant, they are unhappy if their grade does not reflect this. • The grading system should be objective, reliable, based on learning, flexible, and communicated in writing.