Cu7 Flashcards
(31 cards)
are brief statements that describe what students will be expected to
learn by the end of school year, course, unit, lesson, project, or class period.
Learning Objectives
Learning Outcome
Learning Contract
Teaching Plan
Learning Objectives
are statements that describe significant and essential learning that
learners have achieved, and can reliably demonstrate at the end of a course or
program.
Learning Objectives
Learning Outcome
Learning Contract
Teaching Plan
Learning Outcome
a blue print to achieve the goal and the objectives that have been developed
Learning Objectives
Learning Outcome
Learning Contract
Teaching Plan
Teaching plan
ability of the learner to create new motor acts, such as novel
ways of manipulating objects or materials as a result of an understanding of a skill
and developed ability to perform skills.
Adaptation level
Origination level
Mechanism level
Guided response level
Origination level
ability of the learner to modify or adapt a motor process to suit
the individual or various situations, indicating mastery of highly developed
movements that can be suited to a variety of conditions
Adaptation level
Origination level
Mechanism level
Guided response level
Adaptation level
ability of the learner to automatically perform a
complex motor act with independence and a high degree of skill, without hesitation
and with minimum expenditure of time and energy
Complex overt response
Adaptation level
Guided response level
Set level
Complex overt response
ability of the learner to repeatedly perform steps of a desired
skill with a certain degree of confidence, indicating mastery to the extent that
some or all aspects of the process become habitual
Complex overt response
Adaptation level
Mechanism level
Set level
Mechanism level
ability of the learner to exert effort via overt actions
under the guidance of an instructor to imitate an observed behavior with
conscious awareness of effort.
Guided response level
Perception level
Mechanism level
Origination level
Guided response level
ability of the learner to exhibit readiness to take a particular kind
of action, such as following directions, through expressions of willingness,
sensory attending, or body language favorable to performing a motor act.
Set level
Perception level
Characterization level
Organization level
Set livil
the final outcome of what is achieved at the end of the teaching–learning
process.
goal
Objectives
Educational objectives
Instructional objectives
goal
describe the teaching activities, specific content areas and resources
used to facilitate instruction
Instructional objectives|
Behavioral objectives
Instructional objectives
s an action oriented rather than teacher oriented
and short-term outcome focus rather process focus.
Instructional objectives|
Behavioral objectives
Behavioral objectives
Dealing with intellectual abilities
Cognitive
Affective
Psychomotor
Cognitive
The easiest objectives to write as the behavior is easily observed and
monitored. Psychomotor skills often involve the use of tools or instruments; “Hands On”
courses will contain psychomotor objectives.
Cognitive
Affective
Psychomotor
Psychomotor
Relating to the expression of feelings, including emotions, fears, interests,
attitudes, beliefs, values and appreciations: Often the most difficult objectives to develop.
Cognitive
Affective
Psychomotor
Affective
ability of the learner to memorize, recall, define, recognize or identify
specific information such as facts, rules and principles, condition and terms presented
during instruction.
Knowledge level
Apprehension level
Application level
Analysis level
Knowledge level
the ability of the learner to demonstrate an understanding or
appreciation of what is being communicated by translating it into a different form or
recognizing it in a translated form, such as grasping an idea by defining it or
summarizing it in his or her own words (knowledge is a prerequisite behavior)
Knowledge level
Apprehension level
Application level
Analysis level
Apprehension level
ability of the learner to use ideas, principles, abstractions, or theories
in particular and concrete situations, such as figuring, writing, reading, or handling
equipment (knowledge and comprehension are prerequisite behaviors
Knowledge level
Apprehension level
Application level
Analysis level
Application level
ability of the learner to recognize and structure information by breaking it
down into its constituent parts and specifying the relationship between parts (knowledge,
comprehension, and application are prerequisite behaviors)
Knowledge level
Apprehension level
Application level
Analysis level
Analysis level
ability of the learner put together parts and elements into a unified
whole by creating a unique product that is written, oral, pictorial, and so on (knowledge,
comprehension, application, and analysis are prerequisite behaviors).
Synthesis level
Evaluation level
Analysis level
Receiving level
Synthesis level
ability of the learner to judge the value of something, such an essay,
design, or action, by applying appropriate standards or criteria (knowledge.
comprehension, application, analysis, and synthesis are prerequisite behaviors)
Synthesis level
Evaluation level
Analysis level
Receiving level
Evaluation level
ability of the learner to show awareness of an idea or fact or a
consciousness of a situation or event in the environment.
Synthesis level
Evaluation level
Analysis level
Receiving level
Receiving level
ability of the learner to respond to an experience. his level indicates
a movement beyond denial and toward voluntary acceptance, which can lead to feelings
of pleasure or enjoyment as a result of some new experience.
Synthesis level
Evaluation level
Responding level
Receiving level
Responding level
ability of the learner to regard or accept the worth of a theory, idea, or
event, demonstrating sufficient commitment or preference to be identified with some
experience seen as having value.
Valuing level
Responding level
Organization level
Characterization level
Valuing level
