GOOD MORNING

2 Objectives of Learning VANAJA.M Assistant Professor Department of Education Acharya Nagarjuna University

Please interrupt me at any time. I don’t know all the answers. I also know that some of my teaching experiences may not translate to your needs. My purpose is to share some of my experiences with you with the hope that you will learn from my time in this session AN IMPORTANT CONFESSION

4 Think about the last class you taught. 1.Can you list what you covered? 2.Can you list what your students learned? Why is question 1 easier to answer than question 2?

5 Not sure what I really want my students to learn. Do not know the language and the disciplinary framework of learning. Not sure how to match up my teaching to their learning. Why is question 1 easier to answer than question 2?

6 A Technique That Helps Us Go Beyond Knowing About What We Tech To Knowing What Our Students Learn Learning Objectives

7 Why Active Learning? Confucius (400 BC): What I hear, I forget. What I see, I remember. What I do, I understand. Silberman (1996): What I hear, I forget. What I hear and see, I remember a little. What I hear, see, and ask questions about or discuss with someone else, I begin to understand. What I hear, see, discuss and do, I acquire knowledge and skill. What I teach to another, I master.

8 Objectives for Learning Clear description of what students are intended to learn

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Verb Wheel Based on Bloom's Taxonomy Domain Appropriate verbs Student products

12 Bloom’s Taxonomy of Educational Objectives* ApplyComprehend Remember explain, paraphrase calculate, solve, determine, apply Analyze compare, contrast, classify, categorize, derive, model Synthesize create, construct, design, improve, produce, propose Evaluate judge, critique, justify, verify, assess, recommend For the Cognitive Domain *includes refinements by Anderson, et. al. list, recite

13 Knowledge What is...? Where is...? How did _____ happen? Why did...? When did...? Who were the main characters? How does the selection end? Describe the setting. Can you tell three...? How would you show…? Which one…? How is...? When did _____ happen?

14 Comprehension How would you compare...? How would you contrast...? What is the main idea of...? What is meant by...? Retell the story. How did the character feel about...? Explain what is happening when the author says... Explain why the story has the title that it does. Look at the picture. Explain what happened before the picture and after the picture.

15 Application What examples can you find to support...? Think of a situation that occurred to a person in the selection and tell what you would have done. What would result if...? Using what you know, how would you solve...? Compare and contrast... What would you do if you could go to the place where the main character lived? What questions would you ask if...? If you had to cook a meal for the main character, what would you make?

16 How is __________ related to...? What is the theme of...? What motive is there? What conclusions can you draw about...? How would you classify...? How would you categorize...? What is the relationship between...? What ideas justify...? What evidence can you find? What inferences can you make about...? What was the funniest part of the selection? Most exciting? Saddest? Distinguish between two facts and two opinions. Re-title this story. Analysis

17 Synthesis How would you improve...? What changes would you make to...? What would happen if...? Can you elaborate on the reason? How could you change the plot? Suppose you could_____; what would you do? Can you predict the outcome of...? How would you rewrite the selection from _____’s point of view? How would you rewrite the ending of the story? What facts could you compile about...?

18 Evaluation Compare two characters in the selection. Which was a better person? Why? Which character would you most like to spend the day with? Do you agree with the actions of...? What is your opinion of...? Would you recommend...? How could you determine...? Why was it better that...? What choice would you have made about...? How would you explain...? What data was used to make the conclusion? Would it be better if...?

19 Example (Lesson-Level) Objectives Design the members of the structural steel truss shown below to withstand the HS-20 truck load at any point along the bridge. Synthesize

20 Example (Lesson-Level) Objectives List the assumptions used in analyzing truss structures. Remember

21 Example (Lesson-Level) Objectives Compute the internal force in truss member AB. Apply

22 Example (Lesson-Level) Objectives Assess the three truss designs shown below and recommend the best solution. Explain. Evaluate

23 Instructional Objective Examples At the end of this section of the course, the student should be able to: State typical values for the conductivities and numbers of carriers in metals, semiconductors and insulating materials. Use basic equations for conduction to determine quantities such as resistivities and mobilities when given data such as resistance and material dimensions. State whether the observed behavior is representative of metallic or semiconducting behavior when given resistance vs. T data. Describe the basic differences between intrinsic and extrinsic conduction behavior in materials such as Si, ZrO 2, and NaCl. Use Kroger-Vink notation to describe the defect chemistry of typical doped semiconductor and insulator materials when provided with a specific dopant. Be able to calculate the activation energies associated with charge transport and defect generation as well as the doping level of the material. Calculate the equilibrium coefficient associated with a particular defect reaction at a specified temperature. Plot the pO 2 dependence of the defect concentrations when provided appropriate chemical equilibrium data.

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28 SOLO Taxonomy: Structure of Observed Learning Outcomes Pre structural Uni structural Multi structural Relational Extended Abstract

29 The Structure of Observed Learning Outcome (SOLO) taxonomy is a model that describes levels of increasing complexity in student's understanding of subjects. It was proposed by John B. Biggs and K. Collis and has since gained popularity. taxonomyJohn B. Biggs The model consists of 5 levels of understanding Pre-structural - The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it. Uni-structural - The student's response only focuses on one relevant aspect. Multi-structural - The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Relational - The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. Extended abstract - The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area.

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31 …even though for the youth the school doesn’t seem to be the right place for them…

32...it would be good to get out of this situation…

33 …and into this situation with a better future. It is good to grow when some one sets limits and cares!

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