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Aims (Function of aims (Learner's perspective (motivation) 'I will…
Aims
Function of aims
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Working with aims in all phases of learning /reaching processes (planning, motivating, performing, monitoring, evaluating)
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To provide a basis for evaluating the course, and a basis for quality assurance
Learning domains
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Revised Cognitive Taxonomy by Anderson and Krathwohl to change the category names from nouns to verbs and to switch the Evaluation and Synthesis levels in the hiearchy
Remember - to recall previously learned material (define, indetify, name, recall, relate, repeat)
Undestand - to grasp meaning, explain, restate ideas (describe, explain, translate, discuss, choose)
Apply - to use learned material in new situations (apply, practice, use, demonstrate)
Analyze - to separate material into component parts and show relationships between parts (analyze, conclude, debate, criticize)
Evaluate - to judge the worth of material against stated criteria (choose, judge, revise, select)
Create - to put together the separate ideas to form new whole, establish new relationships (modify, produce, arrange)
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Psychomotor domain (skills) by Simpson, Dave, Harrow
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Imitating - Attempted copying of a physical event (first step in learning a skill, L is observed and given feedback, the movement is not automatic
Practicing - trying a specific physical activity over and over (the skill is repated, movement is becoming automatic and smooth
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Action verbs - displays, fastens, handle, perform (skillfully)
Definition - a planned and expected result which the teacher (in collaboration with pupils) attempts to attain in the process of learning and teaching
What typologies of aims do you know? time perspective, extent
The ABCDs of Writing Instructional Objectives - it's a way to structure instructional objectives. A=audience, B=behaviour, C=conditions, D= degree of mastery needed. The key is to use verbs that indicate a clearly observable and measurable action