I. Definition of Goals and Objectives
Preparing Instructional Objectives: Robert Mager
Do we need Objectives?
Joe’s Overhead Explanation:
Learning is dynamic.
Purposeful learning is:
Thus, objectives are required in a ‘purposeful’ learning environment. –Needs direction
If learning is dynamic, growing, etc…then it has objectives.
Non-purposeful learning requires no objectives.
Challenges to establishing objectives:
II. Three Domains of Learning:
The 3 domains (areas) of learning do not occur separately.
Affective Domain: Associated with emotional learning, feelings, being, relationships, and our ability to deal with situations.
Krathwohl’s Taxonomy of Affective Learning:
Receive Input – Receptive communication
Responding: Expressive communication
Valuing: Assigning value to information
Organization of Value-Bringing together different values
-Consistency, learned value system
Cognitive Domain: Critical thinking
Bloom’s Taxonomy of Cognitive Learning
Knowledge- Gathering of facts/information
Comprehensive- Understanding, ability to grasp meaning
Application- Ability to put to use
Analysis- Break apart material
Synthesis- Ability to put parts together
Evaluation- Ability to judge the value
Psychomotor Domain: Physical types of learning
Gross Motor Movement: Ability to move limbs
Fine Motor Movement: Ability to move body in coordination with eyes and ears
Non-Verbal Communication: Communication through gestures, expressions, and bodily movements
Speech Behaviors: Transmission of speech and projection of sound
III. Kammer Model - Combining Cognitive Level & Androgogical Orientation
Accessible at: http://clcgi.cl.msu.edu/~levine/aee806/kammer/sld001.htm
The Kammer model composes of 4 quadrants. This upward continuum can be utilized when deciding on the method of instruction. The horizontal axis consists of assumptions made about the learner (left to right, pedagogical to androgogical). The vertical axis is the level of cognitive (top to bottom, high level cognitive to low level cognitive). The Kammer model indicates acceptable positions along a continuum and articulates appropriate teaching methods based on the assumptions on learners and their level of cognitive.
IV. Learner Formats:
Appropriate formats for organizing educational programs.
Format selection based on different criteria: