Adlt 606 class session 5 objectives, transfer of learning and instructional strategies
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This document discusses principles of developing objectives for adult education programs. It describes Caffarella's interactive model for program planning, which involves developing program goals, objectives, and learning objectives. Learning objectives indicate what participants will learn during instruction and how that learning will transfer to their future work. The document provides examples of goals, objectives, and learning objectives, and guidelines for writing measurable learning objectives that specify who will learn what and how it will be demonstrated. It also discusses strategies for ensuring learning objectives support program objectives and transfer of learning.
Adlt 606 class session 5 objectives, transfer of learning and instructional strategies
- 1. Class 5 – ADLT 606 Design and Delivery of Adult Learning Programs MORE on Writing Objectives and Considering Instructional Plans for Transfer of Learning
- 2. Caffarella’s Interactive Program Planning Model Interactive Model of Program Planning Building a Solid Base of support Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer of Learning Plans Formulating Evaluating Plans Making Recommendations and Communicating Results Preparing Budgets and Marketing Plans Coordinating Facilities and On-site Events Discerning the Context Selecting Formats, Schedules, and Staff Needs
- 3. Caffarella: Program Goals and Objectives and Learning Objectives Program Goals Broad statements of purpose: Why are we doing this? Program Objectives Statements of anticipated results to be achieved through education and training programs Consist of operational outcomes and learning outcomes Serve as guidelines for transfer of learning Learning Objectives (KSAs) What individuals will learn within the instructional setting
- 4. Jane Vella – the What ? and What for? applied to objectives Program Outcomes What will be accomplished by the program as a whole These objectives say what the learner will be able to do in the future Indicators of transfer Achievement-Based Objectives (ABOs) What individuals will learn within the instructional setting Indicators of learning Lead to development of learning tasks: each separate piece of content has an ABO to ensure learning
- 5. Which is this? Goal, program objective, or learning objective The goal of the School of Education at VCU is to develop educators who are critically reflective practitioners By the end of this course, learners will be able to design a complete program plan according to principles described by Jane Vella and Rosemary Caffarella By the end of this 15-week semester, learners will have written three to five program goals, program objectives, and learning (or achievement-based) objectives to inform an educational or training program design
- 7. Agenda Paired Dialogue # 1 What is the major goal of your program? Write it down. Describe your program to someone in the class who is unfamiliar with it. Show that person 1 or 2 program objectives that you have prepared. Ask the person to suggest one or two strategies (methods for delivering content) that you might use to accomplish these objectives. How different are these from what you have considered? Ensuring transfer – How will these strategies contribute to transfer of learning?
- 8. The essential elements of a learning objective are: A statement of who (the learner) How (an action verb) What (the content) In addition, behavioral learning objectives include Conditions under which learning is to be demonstrated and Standards or criteria for acceptable performance. A measurable objective says Who will do how much (or how well) of what by when
- 9. Five Categories of Learning Objectives Examine your learning objectives: under which category do you have the most? Which are going to be measurable, and which will be difficult to measure?
- 10. Agenda Paired Dialogue # 2 Describe one or two learning objectives that address at least one of the program objectives you described. Ask the person to suggest one or two strategies for delivering content that you might use to accomplish these objectives. How different are these from what you have considered? Dialogue Groups: Designing instruction – What do you want to learn about?
- 11. Guidelines for Organizing Content