Improving quality of learning and teaching

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Improving quality of learning and teaching

• WRITING LEARNING OBJECTIVES
• Fulbright Economics Teaching Program
• December 6, 2002

2
Terminal Learning Objectives

• After the workshop, the participants will be
  better able to
• explain the differences and relationships between
  macro and micro curriculum
• write well written learning objectives for their
  subject(s).

3
Enabling Learning Objectives

• Discuss the relationship between macro and micro
  level of curriculum
• Discuss the purposes and advantage of writing
  objectives
• State the components of a well written objective
• Describe 3 objective domains and factors, to
  include the types of learning that occur within
  each.

4
What Learning means?

• Learning involves change.
• Change takes place within the learner when
  education, training fill the need and makes that
  individual better able to deal with a particular
  environment.

5
Curriculum Model

• Macro vs. Micro Level
• Macro unit A stand alone education unit
  (typically a program)
• Micro Unit A sub-set of a macro unit (typically
  a program course)

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Curriculum Model

Macro Curriculum
Course No. 1
Course No. 2
Course No. 3
Course No. 4
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Curriculum Model
Macro
Micro
Needs Philosophy Entry Evaluation Goals
Strategies Objectives Proximal
Evaluation Distal Evaluation
Rationale Goals Lessons Entry Level
Objectives Entry Level Mastery Enabling
Operations Contents / Materials Learning /
Teaching Methods Formative Evaluation Terminal
Performance Objectives Summative Evaluation
Units or Courses
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Fulbright Economics Teaching Programs Objectives

• Promote mutual understanding through academic
  exchange (traditional Fulbright objective)
• Strengthen local capacity to analyze and design
  economic policies relevant to Vietnams
  development
• Promote diversity in educational opportunities in
  economic training throughout the country
• Promote diversity and high standards in education

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Learning Objectives

• Learning objectives state what learners are
  supposed to be able to do as a result of their
  exposure to a given lesson. They define the
  specific and immediate outcome of
  teaching-learning situation
• Learning objectives serve three purposes
• Clarify what is to be accomplished
• Serve as a guide for design or selection of
  meaningful contents, learning activities, and
  resources which facilitate, support, and
  reinforce the learning
• Provide guidance for measuring learner progress

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Results of Well Written Objectives

• Preparation and class time is used more
  efficiently (because its focused, not global)
• Learners know whats expected and where they
  stand within that learning context their efforts
  are directed
• Instructor/Learners can better measure and
  evaluate learning outcomes
• Instructors are kept on track they cover what
  needs to be taught
• Objectives serve as advanced organizers-
  learners have sense of context
• Learners can have a sense of accomplishment

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Learning Objectives

• Knowledge
• Behavior
• Attitude

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Knowledge Objectives(Cognitive Domain)
Assessing the value of ideas, things, and so on
Highest Level
Evaluation
Assembling a whole from parts
Synthesis
Disassembling a whole into parts
Analysis
Using what has been previously learned
Application
Knowing what a message means
Comprehension
Knowledge
Remembering/Recalling terms, facts, and so on
Lowest Level
13

Behavior Objectives (Psychomotor Domain)
Highest Level
Performing automatically with facility /
habitually
Complex overt response
Acting without assistance
Mechanism
Performing a task with assistance
Guided Response
Getting ready to perform
Set
Observing behaviors involved in a task
Perception
Lowest Level
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Attitude Objectives(Affective Domain)
Highest Level
Adopting a new way of life or outlook
Characterization
Developing / acquiring a new value system
Organization
Valuing
Accepting values / beliefs
Responding
Participating
Receiving
Paying attention
Lowest Level
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Behind Technical Knowledge

• Basic Competency Skills Reading, writing,
  computation
• Communication Skills Speaking, listening
• Adaptability Skills Problem solving, thinking
  creatively
• Developmental Skills Self-esteem, motivation,
  goal setting, and career planning
• Group Effectiveness Skills Interpersonal,
  teamwork, negotiation
• Influencing Skills Understanding organizational
  culture, sharing leadership

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Work-Place Requirements Curriculum

• Tasks and jobs are integrated through broad job
  definitions or cross-functional teams ? Knowledge
  and curriculum are integrated hand and hand,
  knowing and doing
• Employees are given more initiative and take more
  responsibility ? Learning is active or engaged, a
  process of discovery rather than a dissemination
  of information
• Employees solve problems in non-routine
  situations ? Deeper understanding is encouraged.
  This allows responses to stimuli the learner has
  not already encountered
• There is an emphasis on continuous improvement ?
  New approaches to learning focus on thought
  processes that generate learning rather than the
  right answer and provide multiple opportunities
  for collaborative learning
• Employees are expected to understand their
  functions within the context of the broader
  purposes of the organization ? New strategies are
  grounded in solid research that calls for
  learning in context

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The Characteristics of Beyonders

• Delight in deep thinking
• Tolerance of mistakes
• Love of ones work
• Clear purpose
• Enjoying ones work
• Feeling comfortable as a minority of one
• Being different
• Not being well-rounded
• Sense of mission, and
• Courage to be creative

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Writing learning objectives

• A-B-C-D format
• A Audience
• B Behavior
• C Condition
• D Degree

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Writing learning objectives

• Verbs associated with knowledge objectives
• Verbs associated with behavior objectives
• Verbs associated with attitude objectives

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Follow up

• What should we do
• to improve learning and teaching in our school?