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Lesson planning with technology

Lesson planning with technology. EIPT 3043. What is a Learning objective?. Statement that tells what learners should be able to do when they have completed a segment of instruction. Cognitive process that leads to a capability that the learner did not possess prior to instruction

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Lesson planning with technology

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  1. Lesson planning with technology EIPT 3043

  2. What is a Learning objective? • Statement that tells what learners should be able to do when they have completed a segment of instruction. • Cognitive process that leads to a capability that the learner did not possess prior to instruction • Valuable to all members of the learning system • provide focus of attention • guide the instructor in decisions on • what content to include • what strategies to use • how students should be evaluated Smith and Ragan, 2005

  3. Common problems • Lack of direction toward what learners will do. These include using words such as, • “learner will be aware” • “learner will understand” • Bad: The learner will be aware of metric units • Good: Given a series of English measurements of length, weight, or volume, the learners can concert these measurements to their metric equivalents. • Bad: The learner will understand the importance of the three branches of government • Good: The learners will be able to summarize the functions of each of the branches of the U.S. government and explain the, checks and balances among the branches. Smith and Ragan, 2005

  4. Common Problems • Objective is written to describe the learning activities in which the students will be involved rather than what the students should be able to do when they finish these activities. • Ex. “The learners will play a simulation game in which they experience the interactions of variables in the ecosystems” • Correction: When given a description of an ecosystem, the learner will be able to identify potential sources of pollution and suggest methods to control or eliminate pollution. Smith and Ragan, 2005

  5. HOW TO WRITE A LEARNING OBJECTIVE • THREE COMPONENT OBJECTIVE, BY ROBER MAGER (1962) • A DESCRIPTION OF THE TERMINAL BEHAVIOR OR ACTIONS THAT WILL DEMONSTRATE LEARNING • A DESCRIPTION OF THE CONDITIONS OF DEMONSTRATION OF THAT ACTION • A DESCRIPTION OF THE STANDARD OR CRITERION Smith and Ragan, 2005

  6. TERMINAL BEHAVIOR/OBSERVABLE ACTION • THE ACTION STATEMENT THAT INCLUDES VERBS TO DESCRIBE THE STUDENTS OBSERVABLE BEHAVIOR • EXAMPLES: • CIRCLE THE POLYGONS • UNDERLINE THE VERBS • LOCATE AND REPAIR THE PROBLEM • WRITE A PERFORMANCE OBJECTIVE Smith and Ragan, 2005

  7. CONDITIONS OF DEMONSTRATION • DESCRIBES THE TOOLS OR INFORMATION THE LEARNERS WILL BE GIVEN WHEN THEY DEMONSTRATE THEIR LEARNING • THIS USUALLY BEGINS WITH THE WORD, “GIVEN.” • EXAMPLES: • GIVEN TEN DRAWINGS OF GEOMETRIC FIGURES, CIRCLE THE POLYGONS • GIVEN A PARAGRAPH, UNDERLINE THE VERBS • GIVEN A MALFUNCTIONING DVD PLAYER, LOCATE AND REPAIR THE PROBLEM • GIVEN A LEARNING GOAL, WRITE A PERFORMANCE OBJECTIVE Smith and Ragan, 2005

  8. STANDARDS OR CRITERIA • DESCRIBES HOW WELL THE LEARNER MUST DO FOR YOU TO SAY THE LEARNER HAS ACHIEVED THE OBJECTIVE. • THIS MAY REFER TO THE FOLLOWING (MAGER, 1962): • ACCURACY • NUMBER OF ERRORS • NUMBER OF CORRECT RESPONSES • TIME • CONSEQUENCES Smith and Ragan, 2005

  9. STANDARDS OR CRITERIA • EXAMPLES: • GIVEN TEN DRAWINGS OF GEOMETRIC FIGURES, CIRCLE ALL THE POLYGONS • GIVEN A PARAGRAPH, CIRCLE AT LEAST 90% OF THE VERBS • GIVEN A MALFUNCTIONING DVD PLAYER, LOCATE AND REPAIR THE PROBLEM SO THAT THE DVD PLAYER FUNCTIONS CORRECTLY • GIVEN A LEARNING GOAL, WRITE A LEARNING OBJECTIVE FOR IT THAT INVOLVES A DESCRIPTION OF TERMINDAL BEHAVIOR, CONDITIONS, AND THE STANDARD. Smith and Ragan, 2005

  10. Learning goals • So what is the difference in a learning goal and a learning objective? • Learning goal – statement of purpose or intention, what learners should be able to do at the conclusion of instruction • Objectives are subparts of the goals Smith and Ragan, 2005

  11. Standard v. Objective • Standard is an overarching theme in what is expected to be learned. • Standards clearly communicate what is expected of students at each grade level. • Allows teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. (http://www.corestandards.org/the-standards)

  12. Bloom’s Taxonomy

  13. Quick check! • The student will be able to accurately recite Julius Caeser’sspeech. • Condition • Behavioral verb • Criteria

  14. Quick check! • Given a calculator, the student will be able to divide 2-digit numbers. • Condition • Behavioral verb • Criteria

  15. Quick check! • Given a textbook, the student will be able to understand all the phases of the moon. • Condition • Behavioral verb • Criteria • polleverywhere

  16. Lesson plan critique • Summarize each of the lesson plans that you brought to class (to each other) • Select one lesson plan, which you believe to be salvageable and critique it using the lesson plan critique form on D2L • Modify the lesson so that the… • Objectives follow the Mayer 3-part objective format • Instruction is aligned • Lesson utilizes/integrates technology in a purposeful and student-centered way. • Upload to D2L Dropbox “Lesson Plan Critique”

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