1. What are the sources of objectives for teaching? Sources of objectives for teaching
• Child – it is logical to tap the child as a source. Children must develop into responsible and healthy adults. A consideration to their needs at different levels must be made. The teacher must ask himself a question: “What characteristics and needs of the child should I know so that I can write good objectives.? • Society - it is said that the school is the laboratory of everyday living. Knowledge therefore must be made practical. • Academic disciplines – an examination of the disciplines for objectives – generation should lead to the determination of the knowledge which are most important or central to understanding these different content areas. The choice of of knowledge to be transmitted should be those that have withstood the test of time.
2. Identify the categories of objectives and explain each. • Conceptual or Institutional level – establishes and reaches agreement on generalized goals for the community. The relevance of these goals to the society is appraised. • Department objective – set and compare goals on an interdepartmental basis. A generalized verb with general subject-area descriptors is used. Example, the learner will understand the importance of mathematics to daily life • Instructional objective – to set goals for specific level of instruction, to compare goals across levels of instruction and to set and compare goals on an interdepartmental basis. Example: The pupil will identify the functional uses for addition and subtraction. • Behavioral objective for a particular subject and syllabus – its function are to select and modify curriculum materials, select activities and instructional strategies, design criterion measures and evaluate teacher effectiveness and pupil success. Example: Given 10 problems in mathematics, six requiring addition and four subtraction the pupil will indicate the correct computational procedures for each problem by writing +or- in the margin. 3. What should be determined after objectives are stated? If the students learn and develop the knowledge and understandings, habits and skills, attitudes, ideals, and appreciations as they study the topic.
1. What are the sources of objectives for teaching? a. Objectives are based from the Subject Matter that the students’ needs to learn b. Needs of the Learner c. Objectives are based on the vision and mission of the school d. Objectives are based from the principles of education
2.Identify the categories of objectives and explain a.Course Learning Objectives - serve as a guide for learning and as a guide for teaching. They also serveas a guide for the instructor in measuring student performance and in duplicating job requirements in the training environment.
b. Topic Learning Objectives - support course learning objectives. It state performance , conditions, and standards for knowledge and skills students must acquire as a result of satisfactorily completing the topic.
c.Terminal Objectives - is a specific statement of the performanceexpected from a student as the result of training. It expresses the behavior to be exhibited, thecondition under which it is to be exhibited, and the standard
D.Enabling Objectives -An enabling objective is a specific statement of the behavior tobe exhibited, condition under which it is to be exhibited, and the standard to which it will beperformed. Enabling objectives contain conditions and standards appropriate to the trainingenvironment, including knowledge and skills that support a terminal objective.
1. What are the sources of objectives for teaching? Sources of objectives for teaching ---It should be base on the Mission-Vision of the institution ---Needs and interests of the students ---Subject Matter, what to teach.
2.Identify the categories of objectives and explain each.
---Instructional Objectives,provide organizers of the process with the opportunity to delve into learners mind and know where they are heading. Instructional objectives provide teachers the opportunity to design proper assessment procedure through tests and evaluation. ---Behavioral Objectives,A behavioral objective, which is student-oriented, places the emphasis upon what the student is expected to do, not upon what the teacher will do.Sometimes teachers use instructional goals which emphasize what they are expected to do rather than what they expect of their students.
3.What should be determined after objectives are stated? --- If the objectives are already stated, it should be determine if the students were able to grasp the knowledge, can perform already the skills etc.
1. > The learner's needs. > The schools mission and vision > The subject matter and its application to everyday living.
2. The learner's needs because that is the main focus should be always. We cannot teach effectively if we do not consider the learner's capacity and willingness.
The school's mission vision because we need to align our teachings and objectives to it because the school itself will not acheive the goals and its vision if we do not consider their goals and objectives.
The third one is the application of the subject matter because what is the sense of teaching students if they cannot use it in their everyday lives? We need to teach them and let them know the importance of the lesson so that the students will know why they need to learn the topics.
3. We need to determine the willingness of the students to learn since we are doing it for them. Our objectives are only possible to achieve if we have the cooperation of the students.
1.the sources of objectives for teaching are: a. the subject matter b. the needs of the learners/students c. the vision-mission of the school
2.The three scheme category classifies the type of learning outcome as cognitive, affective and psycho motor. Cognitive- emphasize intellectual learning and problem solving tasks. Affective-contains behavior and objectives that have some emotional overtone. Psychomotor- the major organizational principle operating is that of complexity with attention to the sequence involved in the performance of a motor act.
3.After objectives are stated we can determined a.what is the appropriate level of behavior associated with desired learning outcome b.the extent to which objectives for a unit of instruction reflect various levels of behavior.
1. What are the sources of objectives for teaching? -a. the subject matter b. the needs of the learners/students c. the vision-mission of the school
2.Identify the categories of objectives and explain each. -Psychomotor-psychological processes associated with muscular movement and to the production of voluntary movements. Affective-Includes background information, definitions and relevance of the affective domain in teaching. Cognitive-emphasize intellectual learning and problem solving tasks.
3.What should be determined after objectives are stated? -the desired learning outcome, the willingness to learn of the student
1. What are the sources of objectives for teaching? • Subject Matter • Needs of the learners/students • Vision-Mission of the School
2.Identify the categories of objectives and explain each. A. Cognitive: mental skills (Knowledge) B. Affective: growth in feelings or emotional areas (Attitude) C.Psychomotor: manual or physical skills (Skills)
3.What should be determined after objectives are stated? After Objectives are stated, the teacher must define the Anticipatory Set. It must be outline on what to say and/or present to the students before the direct instruction of the lesson begins like providing continuity from previous lessons or tell the students briefly what the lesson will be about.
1. What are the sources of objectives for teaching? >subject matter >needs of the learners/students >vision-mission of the school
2.Identify the categories of objectives and explain each. >Health objectives- tell you how big the health problem is, and how much it should be improved. >Behavioural objective- refers to the actions that you encourage people to perform, or not perform >Learning objectives -refer to educational or learning tools that are needed to achieve desired behavioural changes. >Resource objective- identify a lack of resources or services without which behaviour change could not take place.
3.What should be determined after objectives are stated? After the Objective, you will define the Anticipatory Set. To outline what you will say and/or present to your students before the direct instruction of the lesson begins. In the Objectives section of your lesson plan, write precise and delineated goals for what you want your students to be able to accomplish after the lesson is completed.
1. What are the sources of objectives for teaching? -Blooms Taxonomy of Learning Objectives -Curriculum of the School
2.Identify the categories of objectives and explain each. Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) 3.What should be determined after objectives are stated? -Specific teaching strategies should be determined to meet the end goals.
1. Learner's needs, subject matter and School's vission- mission
2.a. Cognitive Domain: Demonstrated by knowledge recall and the intellectual skills. Example: Given a sentence written in the past or present tense, the student will rewrite the sentence in future tense with no errors in tense or tense contradiction. Keywords: Define, identify, differentiate, discriminate, compare, contrast, criticize, assess, choose, analyze, explain, recognize b. Psychomotor Domain: Focus is on physical and kinesthetic skills. - Perception: The ability to use sensory cues to guide motor activity (ex: Estimate where the ball will land after it is thrown and then moving to the correct location) Keywords: Selects, detects, relates, displays - Guided Response: Adequacy of performance is achieved by practicing (ex: Perform a mathematical equation as demonstrated) Keywords: Copies, traces, Reacts, Reproduce - Origination: Creating new movement patterns to fit a particular situation or specific problem (ex: Operates a computer quickly and accurately) Keywords: Assembles; builds, measures, mixes, sketches c. Affective Domain: Demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, responsibility and ability to listen and respond in interactions with others. -Receiving phenomena: Awareness; willing to hear, selected attention. (ex: Listen to others wit respect) Keywords: asks, chooses, describes, locates, identifies, names, points to - Responding to phenomena : Active participation on the part of the learners. (ex:Participates in class discussion) Keywords: Complies, conforms, assist -Valuing : The worth or value of a person attaches to a particular object, phenomenon or behavior. (ex: Is sensitive towards individual and cultural differences) Keywrods: Follows, justifies, selects, synthesizes
3.The students' willingness to learn and identify the major skills that the students should learn at the end of a unit instruction.
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1. What are the sources of objectives for teaching?
ReplyDeleteSources of objectives for teaching
• Child – it is logical to tap the child as a source. Children must develop into responsible and healthy adults. A consideration to their needs at different levels must be made. The teacher must ask himself a question: “What characteristics and needs of the child should I know so that I can write good objectives.?
• Society - it is said that the school is the laboratory of everyday living. Knowledge therefore must be made practical.
• Academic disciplines – an examination of the disciplines for objectives – generation should lead to the determination of the knowledge which are most important or central to understanding these different content areas. The choice of of knowledge to be transmitted should be those that have withstood the test of time.
2. Identify the categories of objectives and explain each.
• Conceptual or Institutional level – establishes and reaches agreement on generalized goals for the community. The relevance of these goals to the society is appraised.
• Department objective – set and compare goals on an interdepartmental basis. A generalized verb with general subject-area descriptors is used. Example, the learner will understand the importance of mathematics to daily life
• Instructional objective – to set goals for specific level of instruction, to compare goals across levels of instruction and to set and compare goals on an interdepartmental basis. Example: The pupil will identify the functional uses for addition and subtraction.
• Behavioral objective for a particular subject and syllabus – its function are to select and modify curriculum materials, select activities and instructional strategies, design criterion measures and evaluate teacher effectiveness and pupil success. Example: Given 10 problems in mathematics, six requiring addition and four subtraction the pupil will indicate the correct computational procedures for each problem by writing +or- in the margin.
3. What should be determined after objectives are stated?
If the students learn and develop the knowledge and understandings, habits and skills, attitudes, ideals, and appreciations as they study the topic.
1. What are the sources of objectives for teaching?
ReplyDeletea. Objectives are based from the Subject Matter that the students’ needs to learn
b. Needs of the Learner
c. Objectives are based on the vision and mission of the school
d. Objectives are based from the principles of education
2.Identify the categories of objectives and explain
a.Course Learning Objectives
- serve as a guide for learning and as a guide for teaching. They also serveas a guide for the instructor in measuring student performance and in duplicating job requirements in the training environment.
b. Topic Learning Objectives
- support course learning objectives. It state performance , conditions, and standards for knowledge and skills students must acquire as a result of satisfactorily completing the topic.
c.Terminal Objectives
- is a specific statement of the performanceexpected from a student as the result of training. It expresses the behavior to be exhibited, thecondition under which it is to be exhibited, and the standard
D.Enabling Objectives
-An enabling objective is a specific statement of the behavior tobe exhibited, condition under which it is to be exhibited, and the standard to which it will beperformed. Enabling objectives contain conditions and standards appropriate to the trainingenvironment, including knowledge and skills that support a terminal objective.
1. What are the sources of objectives for teaching?
ReplyDeleteSources of objectives for teaching
---It should be base on the Mission-Vision of the institution
---Needs and interests of the students
---Subject Matter, what to teach.
2.Identify the categories of objectives and explain each.
---Instructional Objectives,provide organizers of the process with the opportunity to delve into learners mind and know where they are heading. Instructional objectives provide teachers the opportunity to design proper assessment procedure through tests and evaluation.
---Behavioral Objectives,A behavioral objective, which is student-oriented, places the emphasis upon what the student is expected to do, not upon what the teacher will do.Sometimes teachers use instructional goals which emphasize what they are expected to do rather than what they expect of their students.
3.What should be determined after objectives are stated?
--- If the objectives are already stated, it should be determine if the students were able to grasp the knowledge, can perform already the skills etc.
1. > The learner's needs.
ReplyDelete> The schools mission and vision
> The subject matter and its application to everyday living.
2. The learner's needs because that is the main focus should be always. We cannot teach effectively if we do not consider the learner's capacity and willingness.
The school's mission vision because we need to align our teachings and objectives to it because the school itself will not acheive the goals and its vision if we do not consider their goals and objectives.
The third one is the application of the subject matter because what is the sense of teaching students if they cannot use it in their everyday lives? We need to teach them and let them know the importance of the lesson so that the students will know why they need to learn the topics.
3. We need to determine the willingness of the students to learn since we are doing it for them. Our objectives are only possible to achieve if we have the cooperation of the students.
1.the sources of objectives for teaching are:
ReplyDeletea. the subject matter
b. the needs of the learners/students
c. the vision-mission of the school
2.The three scheme category classifies the type of learning outcome as cognitive, affective and psycho motor.
Cognitive- emphasize intellectual learning and problem solving tasks.
Affective-contains behavior and objectives that have some emotional overtone.
Psychomotor- the major organizational principle operating is that of complexity with attention to the sequence involved in the performance of a motor act.
3.After objectives are stated we can determined
a.what is the appropriate level of behavior
associated with desired learning outcome
b.the extent to which objectives for a unit
of instruction reflect various levels of
behavior.
1. What are the sources of objectives for teaching?
ReplyDelete-a. the subject matter
b. the needs of the learners/students
c. the vision-mission of the school
2.Identify the categories of objectives and explain each.
-Psychomotor-psychological processes associated with muscular movement and to the production of voluntary movements.
Affective-Includes background information, definitions and relevance of the affective domain in teaching.
Cognitive-emphasize intellectual learning and problem solving tasks.
3.What should be determined after objectives are stated?
-the desired learning outcome, the willingness to learn of the student
1. What are the sources of objectives for teaching?
ReplyDelete• Subject Matter
• Needs of the learners/students
• Vision-Mission of the School
2.Identify the categories of objectives and explain each.
A. Cognitive: mental skills (Knowledge)
B. Affective: growth in feelings or emotional areas (Attitude)
C.Psychomotor: manual or physical skills (Skills)
3.What should be determined after objectives are stated?
After Objectives are stated, the teacher must define the Anticipatory Set. It must be outline on what to say and/or present to the students before the direct instruction of the lesson begins like providing continuity from previous lessons or tell the students briefly what the lesson will be about.
1. What are the sources of objectives for teaching?
ReplyDelete>subject matter
>needs of the learners/students
>vision-mission of the school
2.Identify the categories of objectives and explain each.
>Health objectives- tell you how big the health problem is, and how much it should be improved.
>Behavioural objective- refers to the actions that you encourage people to perform, or not perform
>Learning objectives -refer to educational or learning tools that are needed to achieve desired behavioural changes.
>Resource objective- identify a lack of resources or services without which behaviour change could not take place.
3.What should be determined after objectives are stated?
After the Objective, you will define the Anticipatory Set. To outline what you will say and/or present to your students before the direct instruction of the lesson begins. In the Objectives section of your lesson plan, write precise and delineated goals for what you want your students to be able to accomplish after the lesson is completed.
1. What are the sources of objectives for teaching?
ReplyDelete-The mission vision of the school
-The learner
-the subject matter
2.Identify the categories of objectives and explain each.
a) Cognitive = Knowing, or apprehending by the understanding
b) Affective = it involves emotions
c) Psychomotor = Skills
3.What should be determined after objectives are stated?
We should think of ways on how to motivate our students because our objectives won't be achieve if the students will not cooperate with you.
1. What are the sources of objectives for teaching?
ReplyDelete-Blooms Taxonomy of Learning Objectives
-Curriculum of the School
2.Identify the categories of objectives and explain each.
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
3.What should be determined after objectives are stated?
-Specific teaching strategies should be determined to meet the end goals.
1. Learner's needs.
ReplyDeleteMission and vision of school
Application of subject matter to everyday living
2. Affective-related to emotional maturity derived from learning
Cognitive-problem solving tasks while emphasizing on intellectual learning
Psychomotor- physical skills
3. We need to engage the students through motivation and building up their willingness to learn
1. Learner's needs, subject matter and School's vission- mission
ReplyDelete2.a. Cognitive Domain: Demonstrated by knowledge recall and the intellectual skills.
Example: Given a sentence written in the past or present tense, the student will rewrite the sentence in future tense with no errors in tense or tense contradiction.
Keywords: Define, identify, differentiate, discriminate, compare, contrast, criticize, assess, choose, analyze, explain, recognize
b. Psychomotor Domain: Focus is on physical and kinesthetic skills.
- Perception: The ability to use sensory cues to guide motor activity (ex: Estimate where the ball will land after it is thrown and then moving to the correct location) Keywords: Selects, detects, relates, displays
- Guided Response: Adequacy of performance is achieved by practicing (ex: Perform a mathematical equation as demonstrated) Keywords: Copies, traces, Reacts, Reproduce
- Origination: Creating new movement patterns to fit a particular situation or specific problem (ex: Operates a computer quickly and accurately) Keywords: Assembles; builds, measures, mixes, sketches
c. Affective Domain: Demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, responsibility and ability to listen and respond in interactions with others.
-Receiving phenomena: Awareness; willing to hear, selected attention. (ex: Listen to others wit respect) Keywords: asks, chooses, describes, locates, identifies, names, points to
- Responding to phenomena : Active participation on the part of the learners. (ex:Participates in class discussion) Keywords: Complies, conforms, assist
-Valuing : The worth or value of a person attaches to a particular object, phenomenon or behavior. (ex: Is sensitive towards individual and cultural differences) Keywrods: Follows, justifies, selects, synthesizes
3.The students' willingness to learn and identify the major skills that the students should learn at the end of a unit instruction.
I give praise to Mr Benjamin enough for his help in securing a loan to buy our new home for our family. Benjamin was a wealth of information and he helped educate me and my family as to why a home loan was the best option for our particular situation. After conferring with Benjamin and our financial advisor everyone agreed that a home loan was the perfect solution.You can contact Mr Benjamin if you also looking for any kind of loan on Email/Whatsappemail: 247officedept@gmail.com Whatsapp: +1-989-394-3740
ReplyDelete