I. Definition of Goals and Objectives

Group Discussion:

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

Characterization-Value/Belief 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: