Chapter 7
- 1. Enhancing Students’ Motivation to Learn
- 2. Goals and objectives are derived from standards. Goals specify what must be accomplished and who must accomplish these tasks in order to meet the identified standard. Objectives convey to your learners the specific behaviors to be attained, the conditions under which the behavior must be demonstrated, and the proficiency level at which the behaviors are to be performed.
- 3. A behavioral objective requires that the learner’s behavior is both observable and measurable. There are three steps or three components in every objective: 1. Observable learning outcome (i.e., behavior to be attained, skill, target performance) 2. Conditions 3. Criterion level (i.e., performance level, proficiency level)
- 4. Learning objectives must be direct, concrete and observable. Wording is important! One suggestion is to choose behavior from a list of action verbs. Keep in mind that there is a distinction between learning outcome and learning activities. What do you expect your students to know and be able to do at the end of the lesson? Example: The learner will add two-digit numbers.
- 5. Identify the learning conditions under which the learning will take place. If the learning outcome can be achieved only through particular materials, equipment, tools, or other resources, state these conditions. Are there any conditions under which the learning must take place? Example: The learner will add two-digit numbers using a calculator.
- 6. State the level of performance required to meet the objective. This is the criterion level. It is the degree of performance desired or the level of proficiency that will satisfy you that the objective has been met. Criterion levels are set to establish a benchmark for testing whether an objective has been met. What is the minimum level of performance to be obtained for academic success? Example: The learner will add two-digit numbers using a calculator with 70% accuracy. or Using a calculator, the learner will add two-digit numbers with 70% proficiency.
- 7. The learner will be able to add two-digit numbers using a calculator with 70% proficiency. Stem Learning Outcome Condition Criterion Performance objectives tell what the learner will be able to do at the conclusion of the lesson. These objectives include a stem and three parts: learning outcome (i.e., behavior to be attained, skill, target performance) condition and criterion (i.e., proficiency level, performance level).
- 8. • Cognitive – Intellectual abilities and skills • Affective – attitudes, beliefs and values • Psychomotor – physical movements and performance
- 9. Bloom, Englehart, Hill, Furst and Krathwohl (1984) devised a method for categorizing objectives according to cognition. Higher-level objectives are more authentic than lower- level objectives. Bloom’s Taxonomy
- 10. Evaluation Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering
- 11. Krathwohl, Bloom and Masia Affective Behavior (1999) provides five levels of Levels affective behavior. This levels range from the • Characterization lowest being less authentic to • Organization the highest being most • Valuing authentic. • Responding • Receiving
- 12. Harrow (1972) and moore Psychomotor (1992) delineates five levels Behavior Levels of psychomotor behavior. This levels range from the •Naturalization lowest being less authentic to •Articulation the highest being most •Precision authentic. •Manipulation •Imitation
- 13. Standards tell what students should know and be able to do. Teachers • Interstate New Teacher Assessment and Support Consortium (INTASC) • Louisiana Components of Effective Teaching (LCET) Students • Louisiana Content Standards, Benchmarks and Grade Level Expectations (including Early Childhood) • Louisiana K-12 Educational Technology Standards • COE Conceptual Framework There are national content standards for each subject area. Most of these were developed by the subject area organization.
- 14. Interstate New Teacher Assessment and Support Consortium (INTASC) Complete document: http://www.ccsso.org/content/pdfs/corestrd.pdf
- 15. Louisiana Components of Effective Teaching (LCET) http://www.louisianaschools.net/lde/uploads/5564. pdf Domains: Planning Management Instruction Professional Development School Improvement
- 16. Louisiana Content Standards and Benchmarks Making Connections http://mconn.doe.state.la.us Louisiana Eagle http://www.louisianaeagle.org Comprehensive Curriculum http://www.doe.state.la.us/lde/saa/2108.html
- 17. Louisiana K-12 Educational Technology Standards http://www.doe.state.la.us/lde/lcet/324.html 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Technology Operations and Concepts
- 18. COE Conceptual Framework http://web.subr.edu/index.php?id=829 Best Practices Critical Thinking Multicultural Perspective Global Perspective
- 19. There are national content standards for each subject area. Most of these were developed by the subject area organization.
- 20. There are national content standards for each subject area. Most of these were developed by the subject area organization. Area: Early Childhood National Association for the Education of Young Children (NAEYC) Area: Elementary Education Association for Childhood Education International (ACEI) Area: English Language Arts/Reading National Council of Teachers of English (NCTE) International Reading Association (IRA) Area: Health Education American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) American Association for Health Education (AAHE) Area: Mathematics Education National Council of Teachers of Mathematics (NCTM) Area: Music Education National Association for Music Education (MENC) Area: Physical Education American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD)/ National Association for Sport and Physical Education (NASPE) Area: Science Education National Science Teachers Association (NSTA) Area: Social Studies Education National Council for the Social Studies (NCSS) Area: Foreign Languages American Council on the Teaching of Foreign Languages
- 21. 1. Gaining attention (Anticipatory Set) – Begin each lesson with an instructional event to engage student interest, curiosity and attention. 2. Informing the learner of the objective – Inform the learner of the behavioral outcome that is expected. This sets the purpose and expectations. 3. Stimulating recall of prerequisite learning – Some previously acquired facts, concepts and skills are relevant to this new task. 4. Presenting the stimulus material: 1. Authenticity 2. Selectivity 3. Variety 5. Eliciting the desired behavior (Check for understanding, Guided Practice)– Provide the learners with an opportunity to display knowledge and understanding. 6. Providing feedback 7. Assessing the behavior
- 22. Understand and value learning goals (Page 228-229) Understand the learning process (Page 229-232) Be actively involved in the learning process (Page 232-234) Having learning goals relate to their own interests and choices (Page 234-246) Receive instruction matched to their learning styles and strengths (Page 246-254; Learning Styles, Gardner, Bloom) See learning modeled by adults as an exciting and rewarding process (Page 254) Experience success (Page 254-259) Have time to integrate learning (Page 259) Receive realistic and immediate feedback (Page 259-264) Be involved in self-evaluating their learning and effort (Page 264-267) Receive appropriate rewards for performance gains (Page 267) Experience a supportive, safe, well-organized learning environment (Page 268)
- 23. Visual - If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and communicate with others. Aural - If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. Verbal - The verbal style involves both the written and spoken word. Physical - If the physical style is more like you, it’s likely that you use your body and sense of touch to learn about the world around you. Logical - If you use the logical style, you like using your brain for logical and mathematical reasoning. Social - If you have a strong social style, you communicate well with people, both verbally and non-verbally. Solitary - If you have a solitary style, you are more private, introspective and independent.
- 24. 1. Linguistic intelligence 2. Logical-mathematical intelligence 3. Musical intelligence 4. Spatial intelligence 5. Bodily-kinesthetic intelligence 6. Interpersonal intelligence 7. Intrapersonal intelligence 8. Naturalist intelligence
- 25. This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.
- 26. This area has to do with logic, abstractions, reasoning, and numbers. Individuals with this intelligence place emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations.
- 27. This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
- 28. This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined.
- 29. This area has to do with bodily movement and psychology. They often learn best by doing something physically, rather than reading or hearing about it.
- 30. This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers.
- 31. This area has to do with introspective and self- reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
- 32. This area has to do with nature, nurturing and relating information to one's natural surroundings. This type of intelligence was not part of Gardner's original theory of Multiple Intelligences, but was added to the theory in 1997. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They must connect a new experience with prior knowledge to truly learn something new.
- 33. Jones, V. and Jones, L. (2010). Comprehensive Classroom Management (Ninth Edition). Upper Saddle River, New Jersey: Prentice-Hall, Inc. (ISBN:9780205625482).