Writing Instructional Objectives - The Assassin's Way
•
14 likes•2,622 views
Ever have problems encountered when writing your learning objectives? Learn the basics and some with the Assassins of a well - loved game. Instructional Objectives are vital components for a successful instructional planning. Like, comment or suggest for more. Namaste.
Report
Share
Writing Instructional Objectives - The Assassin's Way
- 1. Of writing instructional objectiveS
- 2. A pleasant day to alL
- 3. For today’s presentation,I will be assisted by a group of peoplE
- 4. AssassinS
- 6. Their ideas and skills will teach you about assessmenT
- 7. Specifically about writing your Learning objectiveS
- 8. Trust them with all your mind, body, and hearT
- 10. AssassinS your plans the want you to determine 1
- 11. By plans they meaN your
- 12. By plans they meaN your
- 13. Connor says It will take me more time and planning to take down these guys…
- 14. Goals are targets designed for long term solutions and outcomes ?
- 15. Goals are expressed in broader terms ?
- 16. Example of a goaL Connor can: Orally translate from English to French
- 17. ?Altair says If a target is in close range and I think I can take it down/then I will do it
- 18. Objectives are targets written and designed for immediate solutions and expectations ?
- 19. Objectives are expressed in specific terms ?
- 20. Example of an objectivE Altair is expected to: Orally state equivalent sentences in Greek given sentences orally spoken in English
- 21. GOAL
- 24. AssassinS your targets the want you to recognize 2 what to aim in
- 26. Altair says Hit the head first and hit hard!
- 28. What to aiM cognitive HeaD knowledgerecall of facts and previously learned materials
- 29. What to aiM cognitive HeaD knowledgeQuestion cues to use List,Define Tell Identify Show Label Collect Examine Tabulate Quote Name
- 31. What to aiM cognitive HeaD COMPREHENSION ability to grasp meaning of learning material
- 32. What to aiM cognitive HeaD COMPREHENSION Question cues to use Summarize Describe Interpet Contrast Predict Associate Distinguish Estimate Discuss
- 34. What to aiM cognitive HeaD APPLICATION involves the ability to use unlearned material in new and concrete situations
- 35. What to aiM cognitive HeaD APPLICATION Question cues to use Apply Demonstrate Calculate Complete Illustrate Show Solve Examine Modify Relate Change
- 37. What to aiM cognitive HeaD ANALYSISinvolves the ability to break down material into its component parts for organization
- 38. What to aiM cognitive HeaD ANALYSISQuestion cues to use Analyze Separate Order Explain Connect Classify Arrange Divide Compare Select Explain Infer
- 40. What to aiM cognitive HeaD SYNTHESIS involves the ability to put parts together to form a new whole
- 41. What to aiM cognitive HeaD SYNTHESIS Question cues to use Combine Integrate Modify Rearrange Substitute Plan Create Design Invent What if Compose
- 43. What to aiM cognitive HeaD EVALUATION Involves the ability to judge the value of material for a given purpose
- 44. What to aiM cognitive HeaD EVALUATION Question cues to use Assess Decide Rank Grade Test Measure Recommend Convince Select Judge Explain Discriminate
- 45. Arno says Break their hearts!
- 47. What to aiM affective HearT RECEIVING willingness to receive or to attend to particular phenomena or stimuli
- 48. What to aiM affective HearT RECEIVING Question cues to use Acknowledge Ask Attend to Be aware Choose Describe Follow Give Hold Identify Listen Locate Name Receive
- 50. What to aiM affective HearT RESPONDING sufficiently motivated not just be willing to attend but is actively attending
- 51. What to aiM affective HearT RESPONDING Question cues to use Agree to Answer Ask Assist Communicate Comply Consent Conform Contribute Cooperate
- 53. What to aiM affective HearT VALUINGbehavior is motivated not by desire to comply or obey but by the individual’s commitment to underlying value guiding the behavior
- 54. What to aiM affective HearT VALUINGQuestion cues to use Accept Adopt Approve Complete Choose Commit Describe Desire Differentiate Display Endorse
- 56. What to aiM affective HearT ORGANIZATION the individual sees how the value relates to those already held or to new ones that are coming to be held
- 57. What to aiM affective HearT ORGANIZATION Question cues to use Adapt Adhere Alter Arrange Categorize Classify Combine Compare Complete Defend Explain
- 59. What to aiM affective HearT CHARACTERIZATION internalization of values have a place in the individual’s value hierarchy
- 60. What to aiM affective HearT CHARACTERIZATION Question cues to use Act Advocate Behave Characterize Conform Continue Defend Devote Disclose Discriminate Display Endure
- 61. Edward says Ask them to show what they got!!
- 63. What to aiM psychomotor HanD IMITATIONincludes repeating an act that has been demonstrated or explained; includes trial and error
- 64. What to aiM psychomotor HanD IMITATION Question cues to use Begin Assemble Attempt Carry out Copy Calibrate Construct Dissect Duplicate Follow Mimic Move
- 66. What to aiM psychomotor HanD MANIPULATION continues to practice a particular skill or sequence until it becomes habitual
- 67. What to aiM psychomotor HanD MANIPULATION Question cues to use Acquire Assemble Complete Execute Improve Maintain Make Manipulate Operate Pace Perform Produce
- 69. What to aiM psychomotor HanD PRECISION skill has been attained
- 70. What to aiM psychomotor HanD PRECISION Question cues to use Achieve Accomplish Advance Automatize Exceed Excel Master Reach Refine Succeed Surpass
- 72. What to aiM psychomotor HanD skill are so well-developed that the individual can modify movement patterns to meet a problem situation ARTICULATION
- 73. What to aiM psychomotor HanD ARTICULATION Question cues to use Adapt Alter Change Excel Rearrange Reorganize Revise Surpass Transcend
- 75. What to aiM psychomotor HanD NATURALIZATION the individual begins to experiment, creating new motor acts out of abilities
- 76. What to aiM psychomotor HanD NATURALIZATION Question cues to use Arrange Combine Compose Construct Create Design Refine Originate Transcend
- 77. … with these, the AssassinS are assured of the outcomes they wish to happen
- 78. AssassinS your targets the want you to identify what 3 are capable of
- 79. Some of these villains know much about almost everything, the masterminds. Edward says…
- 80. Some of these villains then implement based from whatever they got from the source Edward says…
- 81. What they are capable OF DECLARATIVE KNOWLEDGE According to Bloom and Gagne
- 82. What they are capable OF Bloom’s and Gagne’s DECLARATIVE KNOWLEDGE Information such as specific facts, principles, trends, criteria, and ways of organizing events
- 83. What they are capable OF PROCEDURAL KNOWLEDGE According to Bloom
- 84. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Comprehension
- 85. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Comprehension Use of information without necessarily applying this information to new situations
- 86. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Application
- 87. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Application Use of an abstract concept in a specific but previously unused situation
- 88. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Analysis
- 89. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Analysis Breaking a concept or communication into its component parts
- 90. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Synthesis
- 91. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Synthesis Putting elements together into a cohesive whole
- 92. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Evaluation
- 93. What they are capable OF Bloom’s PROCEDURAL KNOWLEDGE Evaluation Making a judgment about the value of products or process for a given purpose
- 94. What they are capable OF PROCEDURAL KNOWLEDGE According to Gagne
- 95. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Discriminations
- 96. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Discriminations Reacting to stimuli such as visual images and determining whether they are the same or different
- 97. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Concrete Concepts
- 98. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Concrete Concepts Identifying physical objects or images that have a specified characteristics
- 99. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Defined Concepts
- 100. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Defined Concepts Understanding of an abstract classification
- 101. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Rules
- 102. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Rules Applying principles that regulate the relationships among classes of objects or events
- 103. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Higher Order Rules
- 104. What they are capable OF Gagne’s PROCEDURAL KNOWLEDGE Higher Order Rules Combining a series of rules into a single more complex rule or into the solution of a problem
- 105. Connor says: Knowing what they’re capable of only makes your targets easier to hit ?
- 106. Connor says: and their plans easier to blow up ?
- 107. AssassinS your plans the want you to clearly examine 4 Before final executioN
- 109. ?udience
- 110. ?udience they are the people who will perform the plan or objective
- 111. Behavior
- 112. this is the action that you want your audience to perform Behavior
- 113. Condition
- 114. Condition The important conditions under which the performance is to occur.
- 115. They are also the tools given to help the audience perform the behavior. Condition
- 116. Degree
- 117. Degree This is the extent to which the behavior is expected to be performed.
- 119. Specific
- 120. SpecificYou should know what is expected of you to do or perform and how you will be assessed
- 121. Measurable
- 122. Measurable Your performance can be tested whether you have acted upon the expectation or not
- 123. You may want to check if I performed what is prescribed of me this moment, or not
- 124. Attainable
- 125. AttainableYou have to see if the expected behavior can be performed by the audience or they are capable of doing it
- 126. Relevance
- 127. Relevance You have to see if the expected behaviors all align well with the goal, or else the audience gets lost
- 128. Where am I?
- 129. Time-bounded
- 130. Time-bounded You should be able to indicate a deadline or a time frame in which the expectations must be achieved
- 131. Five minutes…
- 132. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly.
- 133. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Let us examine!
- 134. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Specific? Yes, we definitely know what our teacher wants us to do.
- 135. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Measurable? Yes, he can test us how we interpret the evidences correctly
- 136. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Attainable? Yes, we are trained to do such and it is what we do
- 137. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Relevant? Yes, our goal is to identify the culprit and this objective is step one
- 138. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Time-bounded? Yes. Didn’t he write at the end of the day?
- 139. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Audience? We, the apprentices.
- 140. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Behavior? We are asked to examine and interpret.
- 141. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Condition? We are given pieces of parchment paper.
- 142. Example of a clear objective At the end of the one-day session, given pieces of parchment paper, the apprentices are expected to examine and interpret the ten evidences of the surprise ambush in the town square correctly. Degree? We are asked to do it correctly.
- 143. Mission accomplisheD
- 144. Thank you, dear Brotherhood!
- 145. Before I bid farewell, let’s have a quick recall of what they AssassinS asked us to do…
- 146. AssassinS your plans the want you to determine 1
- 147. AssassinS your targets the want you to recognize 2 what to aim in
- 148. AssassinS your targets the want you to identify what 3 are capable of
- 149. AssassinS your plans the want you to clearly examine 4 Before final executioN
- 150. So the next time you plan to write your instructional objectives, think of the four Assassins’S ways
- 151. Start with a piece of papeR
- 152. Carefully plan out every single detaiL
- 153. Make sure everything is aligneD
- 154. These objectives should lead them to a sure destination.
- 156. …or hanging behind
- 157. Make the goal not only the most cherishing part
- 158. but also, the journey itself
- 159. Take your Chances
- 160. Thank You ?
- 165. CopyrightAssassin’S Creed is under the property of Ubisoft The names mentioned: Altair Connor Edward Ezio Arno are all character names of the Assassin’S Creed Game All pictures that appear under the websites mentioned depict images pertaining to characters of Assassin’s Creed The letter A logo is also the property of Ubisoft
- 166. ReferencesRaagas, Ester L. (2015). Assessment & Evaluation of Student Learning:Concepts and Applications (4th Ed.). DATStat Analysis Center, 1399 Zone 2, Kauswagan, Cagayan de Oro City 9000, Philippines. Bloom, Benjamin S., (1956). Taxonomy of Education Objectives: Handbook I: Cognitive Domain. N.Y., David McKay Company, Inc. Kern, D.E., Thomas, P.A., Howard, D.M., & Bass, E.B. (1998). Curriculum Development for Medical Education: A Six-Step Approach. Johns Hopkins University Press: Baltimore, Maryland. Mager, R. F. (1984). Preparing Instructional Objectives (2nd edition). Lake Publishing Company: Belmont, California.
- 167. Inspirations Mr. Eugene Cheng Slideshare.net/itseugene Mr.Jesse Desjardins Slideshare.net/jessedee Mr. Paul Brown Slideshare.net/paulgordonbrown
- 168. NamastE ?