Reflection Posts for May 14
Reflect on what you have learned. Questions to consider:
1. What did I learn?
2. So what does it mean to me in the context of other learning that I have done in this class or other classes?
3. Now what am I going to do about (or with) what I have learned or experienced?
What I learned today was that work ethics are a major part of the job force. Out of my all my years of going to school, I can only remember of one ethics class. Today I heard that the main reason people get fired is because of their attitude, or their lack of moral creditablity. The work abilities are not usually the reason. it is important that if I chose to teach, to remember the lessons I have learned throughout the years of work ethics, and to also instill that in my future students. I will teach them that honesty is one of the most importmant things employeers are looking for. I alos leaned the different techniques of teaching and learning, and it important to not teach at the student, but to them.
ReplyDeleteToday we covered goals and objectives. We discussed the types of objectives: Cognitive, Affective & Psychomotor. We also looked at the ABCD's of Gagne's taxonomy. Audience-Who?/Behavior-What do you expect them to be able to do./Condition-How?/Degree-How much, or to what extent. Lastly, we covered 1.) Verbal Information 2.)Intellectual Skill 3.) Cognitive Strategies 4.) Attitudes 5.) Motor Skills. We looked up objectives online to get a general idea of how our lesson plans will look.
ReplyDeleteIt is important for the program to address concerns of the future and previous students in a realistic manner. Ex. What is the hiring percent of the major, what is the on the job success (has the student been promoted in any way) rate of the students.
ReplyDeleteIt is important not to rely on the advisors or school as a whole to be realistic about your goals or success. The students have to take their education into their hands and ask questions and be adamant about getting realistic answers.
The information that I have learned just pushes me to really make sure that my future students have the proper information about the field of work that they have chosen, because they really do rely on me to be honest with them on the outlook of their futures.
1. In Saturday’s class, we discussed what are goals and objectives, both of which have confused me in the past. I never quite knew how to differentiate the two; however, now I think I have a handle on it. Goals are the broad, generalized targets to be attained and objectives are the smaller, specific and measurable “bite-sized” pieces that, when pulled together, achieve the goals. I also envision this as the goal is like the roof of the house and the objectives are like the walls, on which the roof sits.
ReplyDeleteWe also looked at the ABCDs of objectives:
A is for Audience: who is your audience?
B is for Behavior: what do you expect your audience to be able to do? (This portion should use verbs to describe overt, observable behaviors.)
C is for Condition: how and under what circumstances will the learning occur?
D is for Degree: how much?
The ABCDs are key because, without specificity, measurability does not exist in any meaningful or insightful way.
Among the other topics we discussed was Bloom’s three domains of learning: cognitive, affective and psychomotor. In contrast, Gagné (2005, p. 48) theorized that “instructional planning could be vastly simplified” by framing learning objectives into one of five categories: intellectual skill, cognitive strategy, verbal information, attitude, and motor skill.
The commonality between these two theories is that either the domain or kind of learning must be identified as part of writing effective instructional objectives.
2. Understanding the domains of learning puts some clarity to my own way so learning. It is also helpful in my developing strategies to learn and study more effectively in content areas that are not natural fits for me.
What I am seeing, now that I am learning about the types of learning, is that I, as an instructor, need to be aware first of what is my goal: do I want the material I am teaching to affect a student’s behavior, or do I simply want to present a theory that he / she may or may not internalize and practice? By identifying the end-game goal first, I then can write objectives and build lesson plans incorporating the various domains or kinds of learning.
References:
Gagné, R. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thomson/Wadsworth.
Brief Comments:
ReplyDelete1. Promote industry certifications, if possible, in your instructional programs. (Microsoft Office, ASE, FAA, OSHA, Red Cross, etc.)
2. The teacher is the key element in every learning situation.
3. Employment is the benchmark of success in any Technical Program.
4. “Employment” means “placed in field” not simply employed.
Chapter 3: Writing Instructional Goals and Objectives
1. Writing Goals and Objectives (G&Os) is the clearest way of communicating instructional ideals to students.
2. Goals are finite targets to be approached.
3. Objectives are more specific ideals of learning requirements.
4. Definition of Objective: Instructional objectives are specific, measurable, short-term, observable student behaviors.
5. Tips for writing objectives (the ABCs):
A.Audience. Who? (the student)
B.Behavior. What? (what are the expectations and responses the instructor desires?)
C.Conditions. How? (how will learning occur?)
D.Degree. How much? (what are the measurable standards of success and failure in learning?)
6. Types of Learning:
A.Cognitive Learning: mental skills
B.Affective Learning: beliefs and attitudes
C.Psychomotor Learning: active/physical skills
7.The Five Categories of Learning (Gagne, 1985):
A.Verbal Skills
B.Intellectual Skills
C.Cognitive Strategies
D.Attitudes
E.Motor Skills
8. The Chicken Salad @ Bowling Alley sounds delicious!