After reading the two selections, I have clearer understanding of how to write objectives. The big take away from this assigned reading was objectives have to be measurable.
It was interesting to me that learning objectives rarely address the affective learning domain, due to being hard to measure.
Key Phrase, I really appreciated.
-Objectives help teachers decide what is truly relevant and worthy of students' learning versus that which is "nice to know".
The article by Susie Whittington was really useful! While developing my unit plan, I have been struggling with action verbs for my objectives. I find myself repeating the same action. However, she provided an entire list of verbs that can be utilized during writing objectives. I found her take on the different cognitive levels enlightening as well. She made a point to say the level an objective is wrote at should predict how it will be taught. I loved the example of ruminant digestion! It is interesting that teaching a lesson a cognitive level beyond the object will confuse students. I assumed I should teach at a higher level and expect students to absorb enough to achieve my lower objective.
Interest approaches should be what gets students into your class in their seats. A good interest approach will set the hook and keep students engaged throughout the day!
I could see using, the "Rice's Richest" interest approach; exciting my students and having students who weren't in my class wanting to see the demonstration because everyone would be talking about it!!
Great Post Mindy!
ReplyDeleteThank you for sharing. Look closely at Bloom's taxonomy thinking about what action verbs represent what level and why do we need to teach at higher levels of cognition.
DF