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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
This criticism of rapid learning development focuses on the idea that the richness of an interaction with students in the classroom is not encapsulated in a PowerPoint presentation file. Consequently, an online course is a mere passive information presentation but not a training activity with questions, workshops, problems.
For instance, Ford and Nichols (1987) extended this point of view into within-person goals and person-environment goals, which lays equal significance on learners per se and learning environment. [8] Nevertheless, all the theories are devoted to studying the types of goals as well as their impact on multiple facets of learning.
Learning goals - A teacher-developed description of what the student will know and be able to do at the end of a course based upon an overarching idea for the academic or elective discipline. A teacher will know that they have an effective learning goal when the knowledge or skill can be applied to life outside the classroom. Learning goals ...
Learning outcomes are then aligned to educational assessments, with the teaching and learning activities linking the two, a structure known as constructive alignment. [4] Writing good learning outcomes can also make use of the SMART criteria. Types of learning outcomes taxonomy include: Bloom's taxonomy; Structure of observed learning outcome ...
An objective statement itself should answer what students will be able to do by the end of the lesson. The objective drives the whole lesson plan; it is the reason the lesson plan exists. The teacher should ensure that lesson plan goals are compatible with the developmental level of the students.