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Objectives and Strategies
General Objective: Learners will be able be familiar with a number
of teaching strategies
Specific Learning Objective: Learners will be able to describe
the relationships between objectives and teaching strategies.
Content
We have identified a number of teaching strategies, classified
them in various ways, and discussed the role of transfer-of-learning.
Now, we need to examine the relationships between objectives and
teaching strategies. Lets begin by re-examining the cul-de-sac
diagram. It suggests that it does not matter where you start and
that it does not matter which direction you go around the cul-de-sac.
The verb in the objective will indicate how it will be taught
and how it will be evaluated. The rest of the objective dictates
the content that will be evaluated. Let us examine one objective
and determine how it indicates how the learners will be taught.
For example:
Objective: Learners will be able to use the four-step approach
to writing business letters. (The verb is use and it answers
the How. The content is business letters and it
answers the What.
Use is listed in Bloom's Taxonomy at an application level.
Therefore the instructor is responsible for teaching about the
four-steps for writing business letters, (knowledge). This might
be delivered by a lecture by the instructor.
The learners might be required to retell in their own words the
four-steps or they may have to reorder a random list of the steps.
(comprehension)
Lastly, the students are required to write a business letter using
the four-steps. (application) This might be assignment completed
in the class or homework. It might be an individual assignment
or completed as pairs or in small groups. Likely the learners
would indicate each step throughout the assignment.
It does not matter if the strategies and content are planned first
or the evaluation instrument is planned first. The planning is
centered around the specific learning objective that is written
in the course outline. The course specific learning objective
may be broken down into several smaller parts and more specific
learning objectives.
All three component (objective, content and teaching strategy,
and evaluation) must reflect each other.
Practice
In your own words, describe the relationships between objectives
and teaching strategies.
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