Week2 The ABCD Learning Objectives

What are other reflections of the week?
1) I've fulfilled my Project Task 1: analyzed the students of one class and described them in the post on Nicenet. To my great astonishment I enriched my knowledge about Education around the world reading the posts of my colleagues about their students, classroom environment and school curriculum. Now I can implement it on my Country Study lessons.
2) After reading about the ABCD model (http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/, http://www.slideshare.net/ashleytan/writing-specific-instructionallearning-objectives-presentation, http://edtech.tennessee.edu/~bobannon/classifications.html), I shared my objectives on Nicenet. Here I'd like to place some basic rules about creating behavioral learning objectives:

4 Parts of an ABCD Objective
• Audience

• Behavior
• Condition
• Degree
- The objective does not have to be written in this order (ABCD), but it should contain all of these elements

Audience
• Describe the intended learner or end user of the instruction
• Example: … The 10-B student…

Behavior
• Describes learner capability
• Must be observable and measurable (you will define the measurement elsewhere in the goal)
• If it is a skill, it should be a real world skill
The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psycho-motor, affective, or interpersonal
- Cognitive domain
- Emphasizes remembering or reproducing something which has presumably been learned
- Deals with what a learner should know, understand, comprehend, solve, spell, critique, etc.
- Psycho-motor domain
- Emphasizes some muscular motor skill, some manipulation of material and objects, or some act that requires a neuromuscular coordination
- Concerns with how a learner moves or controls his/her body
- Affective domain
- Composed of two different types of behaviors: reflexive (attitudes) and voluntary reactions and actions (values)
- Stages: perception, decision, action and evaluation
- Interpersonal domain
- Emphasizes learner skills (not attitude or knowledge) associated with interpersonal exchanges
- How a learner interacts with others in a variety of situations

Condition
• Equipment or tools that may (or may not) be utilized in completion of the behavior
• Example: …given the complete works of William Shakespeare…

Degree
• States the standard for acceptable performance (time, accuracy, proportion, quality, etc)
• Example: … without error/ … 9 out of 10 times/ …within 60 seconds.

Difference between Goals and Objectives:
-Goals are broad objectives are narrow.
-Goals are general intentions; objectives are precise.
-Goals are intangible; objectives are tangible.
-Goals are abstract; objectives are concrete.
-Goals can't be validated as is; objectives can be validated.

I hope setting the ABCD objectives will soon become for us as easy as ABC.

3) I've written my reflections and a comment on the blogs.
4) I've learned to insert files into my blog.
5) Constant reading of e-mails, posts, blogs and materials never stops.

My friends admire that I've been thinking about my studies and not summer rest. I am becoming a Study Freak:)