Chapter 5 Deriving Learning Objectives

• Key Concepts• Definition and meaning of Learning Objective• Structure of Learning Objectives• Qualitative Considerations for Writing LB

Key Concepts

• Learning Objective• Observable Behavior• Measurable Behavior• Taxonomic System• Structure of LB• Goal Component• Action• Criterion

• Condition• Needs Assessment• Explicit Learning• Meaningful Characters• Cruciality• Clarity• Worthiness• Terminal Objectives• Enabling Objectives

Definition of Learning Objective

• A precious description of educational purpose

• Proposing changes in students

• Observable and Measurable student behavioral changes

Taxonomic System

Fitness Skills

Specialized Skills

Foundamental Skills

Reflexies

Psychomotor Domain

Evaluation

Systhesis

Analysis

Application

Comprehension

Knowledge

Cognitive Domain

Characterizing

Organizing

Valuing

Responding

Receiving

Affective Domain

Physically Educated Person

Structure of Learning Objective

• What not to do When you write Learning Objective!

• Four basic components of writing LB

What not to do when writing LB

• Not stated in teacher activity

• Not stated in student activity

• Not stated in concept, topics, and content

• Not stated in generalized bh pattern

Basic Components of Writing Learning Objective

• Goal statement• Action verb• Criterion standard• Condition

Qualitative Consideration in Writing Learning Objective

• Individualization• Needs Assessment• Explicit learning• Meaningful Characters• Cruciality• Clarity• Worthiness

Hierarchical Learning Objectives

• Terminal Objective• Enabling Objective

In-Class Activity Home Work

• Self-directed act. 5.2• Self-directed act. 5.3• Self-directed act. 5.5• Group Activity:- generate a content goal - develop a terminal LB- develop 3 enabling LB Homework: repeat GA