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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
GoodMICHAEL AGGREY
EBC 126- COMMUNICATION SKILLS5
GoodABAKAH MONICA
UNIT 2: INSTRUCTIONAL OBJECTIVES
Unit Outline
Session One: Instructional objectives
Session Two: Domains of instructional objectives in ICT
Session Three: Aims and objectives for teaching Primary/JHS ICT
Dear student, this unit presents information on how best the technological knowledge can be used to enhance teaching. The unit is divided into sessions. Each session is further divided into sub-sessions for easy reading and comprehension of concepts.
Unit Objectives
By the end of this unit, the students should be able to:
Define instructional objectives
State the reasons why instructional objectives are important
Classify instructional objectives
Provide examples of instructional objectives
Describe the three domains of instructional objectives
State any four aims and objectives in Primary ICT
State any four aims and objectives in JHS ICT
WEEK FOUR (SESSION 1, 2 AND 3)
SESSION 1: INSTRUCTIONAL OBJECTIVES
In education, both goals and objectives can be defined as statements that reflect what learners will be able to do at the end of an instructional sequence; however, there are significant differences between the two. A goal is an abstract and general umbrella statement, under which specific objectives can be clustered. Goals are overall end result you want the students to accomplish after the instruction. Goals are general statements of intent. Objectives are explicit and measureable performances the students must accomplish in order to reach the goal. Objectives are statements that describe in precise, measurable, and obtainable terms defined and desired learner outcomes.
Objectives
By the end of this session, you will be able to:
1.1 Definition of instructional objectives
Instructional objectives are important in all aspects of teaching and learning. Instructional objective is a statement that will describe what the learner will be able to do after completing the instruction. Instructional objectives are specific, measurable, short-term, observable student behaviors. They indicate the desirable knowledge, skills, or attitudes to be gained. It provides a genre for choosing subject matter content, sequencing topics and for allocating teaching time. They also guide in the selection of materials and procedures to be employed in the actual teaching process. Further they provide standards as well as criteria for evaluating the quality and efficiency of teaching and learning activities.
Why are instructional objectives important?
Instructional objectives are guides to:
1.Selection of content sequencing topics allocating teaching time
2.Development of an instructional strategy.
3.Development and selection of instructional materials.
4.Construction of tests and other instruments for assessing and then evaluating student learning outcomes.
Steps to writing objectives
For each objective, answer the following three questions:
objective? What activities will you do? How will you acquire the learning? Under what
conditions will the learning occur?)
learning has taken place? What criteria will be used to evaluate your evidence? Who
will do the evaluation?)
Checklist for writing objectives
iii) Specific?
vii) Relevant to the students’ experiences
viii) Attainable within the time period you have allotted for it?
xii) Having a stem: At the end of a given period (lesson, course, module) the learner should be able to:
1.2 SMART objectives
How to create Specific, Measurable, Relevant, and Time-framed objectives
It’s helpful to start with the phrase “By the end of this lesson the student will be able to….” and finish the sentence.
How to create Specific, Measurable, Relevant, and Time-framed objectives
Self-Assessment Questions
Exercise 2.1
SESSION 2: DETERMINING THE DOMAIN OF A INSTRUCTIONAL OBJECTIVE
Domain- A specification that shows the elements and interrelationships of teaching and learning.
There are 3 domains:
– Involves knowledge and development of intellectual skills.
– Critical thinking and cognitive processes progress in the levels of complexity the further
you go up.
– Deals with the manner in which learners deal with emotions, such as feeling values, appreciation, motivation and attitudes.
– Includes physical movement, co-ordination and use of motor skills.
– The development of these skills requires practice, speed, precision, procedures and techniques to perform.
Objectives
By the end of this session, you will be able to:
Cognitive Domain
Bloom’s Taxonomy
Bloom’s revised Taxonomy
Why the changes?
Older Bloom was more applicable toward younger audiences (elementary) but the New Blooms accommodates a more comprehensive audience.
Activity
For each question, indicate the level of Bloom’s taxonomy.
Affective Domain
Receiving Stimuli
Listening to others with respect; listening to new knowledge. Examples: replies, selects, names, follows, describes, identify, points to, asks, and chooses
Responding to Stimuli
Active participation; willingness to respond and satisfaction in responding (motivation).
Examples: Answers, aids, assists, complies, conforms, presents, read, write, labels, helps, performs, practices
Valuing
The worth or value one assigns to the stimuli. Even though they are internalized, they are overtly identifiable. Willing to be involved. Examples: Differentiates, demonstrates, completes, justifies, reads, proposes, shares, selects, initiates, follows.
Organizing
Willing to support and be an advocate. Prioritizing values, comparing and contrasting values; managing conflict and creating resolutions based upon these values and the priorities ascribe to each. Examples: Compare, contrast, organize, adhere, resolve, prepares, relate,
Internalizing
A value system established that controls behavior; it is consistent and pervasive. Work well with others and independently, self-advocacy practiced. Willing to change behavior for good and revise judgment when new insight comes into play.
Examples: Influences, acts, discriminates, proposes, questions, revises, re/solves
Psychomotor Domain
Naturalization-mastering skill to automaticity. Examples: design, develop, create
Articulation– combining, producing, and performing several skills consistently. Examples: adapt, construct, generate, create, modify, teach, solve, combine, co-ordinate
Precision– performing a skill independently without assistance. Examples: demonstrate, master, perfect, complete, control, show
Manipulation– performing by memory or following instructions. Examples: act, execute, produce, perform, implement
Imitation– mimicking and observing behavior. Examples: copy, follow, mimic, reproduce, replicate, trace
Self-Assessment Questions
Exercise 2.2
SESSION 3: GENERAL AIMS AND OBJECTIVES OF ICT TEACHING SYLLABUS FOR PRIMARY SCHOOLS/JHS
Objectives
By the end of this session, you will be able to:
3.1 General Aims (Primary Schools)/JHS
The syllabus is designed to help pupils to:
3.2 General and specific objectives (Primary Schools)
Read
TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (PRIMARY 1 – 6)
3.3 General and specific objectives (JHS)
Read
TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (JHS 1 – 3)
Self-Assessment Questions
Exercise 2.3
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