Beyond-Behavioral-ObjectivesREPORT.pptx
- 1. Beyond Behavioral Objectives: Problem Solving and Constructivism Advanced Philosophy of Education with Curriculum Planning, Design and Evaluation (EDUC200) CLEO SHEEN V. PAUNON student
- 2. Most experts agree that behavioral objectives have a place in the curriculum, but most experts agree that it is important to include other kinds of objectives that encourage critical and creative thinking (White, 2018). When engaging in problem-solving, constructivist, and experiential learning, it is important to go beyond behavioral objectives.
- 3. According to the Center for Teaching Excellence at the University of Waterloo, “True problem-solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem- solver has not seen before, to obtain a satisfactory solution According to the Center for Teaching Excellence at the University of Waterloo, “True problem-solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem- solver has not seen before, to obtain a satisfactory solution
- 4. Two alternate forms of writing objectives beyond behavioral 1. problems-solving objectives and 2. expressive activities
- 5. These types of objectives have the following advantages: a. they can be more artistic -- not as rigid. b. they can be more reflective of real life problems. c. several domains ( cognitive may be combined within one objective. d. the teacher can easily solicit input from students. ( often evaluation of these objectives is more subjective, or authentic.)
- 6. e. when you are integrating material, the nonbehavioral format facilitates integration more easily. Therefore, several subject areas or different content may be easily incorporated into one objective. f. these types of objectives are more open-ended and allow teachers to create related experiences based on students’ interests and motivational levels.
- 7. Creating problem solving objectives 1. *Statement of the problem. 2. *Conditions - these include product specifications. Some problems may be so open that they don’t require conditions. 3. *Parameters - these are detailed restrictions of the conditions. 4. *A partial or complete list of process skills and/or subject areas needed to solve problems.
- 8. 5. *A listing of district aims and/or goals (standards or benchmarks) met by completing the problem. This may be done before the statement of the problem or after the problem statement, or in a the context of a grading rubric or checklist. 6. *Methods of evaluation and/or evaluation forms. 7. A rationale statement - this should include a brief statement as to why you are having students do the problem. This may include a restatement or be part of the aims and goals statement.
- 9. Other components 8. Materials’ list. 9. A listing of teacher’s responsibilities within the problem 10. A listening of students’ responsibilities within the problem. 11. Any extraneous support needed to solve the problem -- as in community cooperation. 12. Expanded lessons related to the problem or possible follow-up activities.
- 10. Remember the rules of thumb: 1. The more conditions and parameters you include, the more conforming, restrictive, and narrow students’ products will be. 2. The fewer conditions or parameters, the more diversity and creativity in the products. 3. Some students may require more structure and help in solving problems, others may need less help.
- 11. Expressive activities that lead to expressive outcomes. This is the most artistic form of teaching since teachers literally prepare a field and allow students to explore, investigate and discover connections. Learning takes place within the context of students’ investigations and explorations and as students attempt to answer their own queries.
- 12. In planning, teachers can only project what learning outcomes might occur. Activities must be evaluated for achieved objectives after the activity is completed. The teacher has the obligation to the students to inform them of their accomplishments at the end of each activity or session. Assessment is usually achieved through annotated records, checklists, observations, projects, portfolios, or presentations.
- 14. •In many traditional classrooms, teachers present the behavioral objectives and information to the students at the beginning of the lesson. This process is often effective and can be very appropriate because the teacher can present much information in a short period of time. It can be an efficient way of teaching although the students must absorb the information “upfront.” In constructivist teaching, the process becomes more meaningful because the students are more fully engaged in solving the problem, so there is a higher probability that they will retain the concepts. •In many traditional classrooms, teachers present the behavioral objectives and information to the students at the beginning of the lesson. This process is often effective and can be very appropriate because the teacher can present much information in a short period of time. It can be an efficient way of teaching although the students must absorb the information “upfront.” In constructivist teaching, the process becomes more meaningful because the students are more fully engaged in solving the problem, so there is a higher probability that they will retain the concepts.
- 15. When teaching focuses on students and challenging their perceptions, students report a deeper involvement with learning the subject (Trigwell, Prosser & Waterhouse, 2004). Proponents of constructivism believe that if teachers shift their teaching practices, especially in math and science, it will increase student achievement (Nyagah, 2017). The following insight illustrates how problem- solving and inquiry can be powerful learning models.
- 17. 1. To provide experience with the knowledge construction process (students determine how they will learn) 2. To provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions).
- 18. 3. To embed learning in realistic contexts (authentic tasks). 4. to encourage ownership and a voice in the learning process (student centered learning).
- 19. 5. To embed learning in social experience (collaboration). 6. To encourage the use of multiple modes of representation,(vid eo, audio text, ect.)
- 20. 7. To encourage awareness of the knowledge construction process (reflection, metacognition).
- 21. Tips and techniques • Have students identify specific problems, difficulties, or confusion. Don’t waste time working through problems that students already understand. • If students are unable to articulate their concerns, determine where they are having trouble by asking them to identify the specific concepts or principles associated with the problem. • Make students articulate their problem-solving process. • In a one-on-one tutoring session, ask the student to work their problem out loud. This slows down the thinking process, making it more accurate and allowing them to access understanding of the process. • When working with larger groups, ask students to provide a written, “two-column solution.”
- 22. Encourage Independence • Model the problem-solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts, and make your thinking clear. • Have students work through problems on their own. Ask directing questions or give helpful suggestions but provide only minimal assistance and only when needed to overcome obstacles. • Don’t fear group work! • Students can frequently help each other and talking about a problem helps them think more critically about the steps needed to solve the problem. • Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective
- 23. Be Sensitive • Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. • It is important to recognize this when students come to us for help and to give each student some feeling of mastery. • Do this by providing positive reinforcement to let students know when they have mastered a new concept or skill.
- 24. Encourage Thoroughness and Patience • Try to communicate that the process is more important than the answer so that the student learns that it is OK not to have an instant solution. • This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem- solving through a step-by-step process.