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A comprehensive overview of educational assessment and learning objectives, covering key concepts such as diagnostic, formative, and summative assessments, bloom's taxonomy, and the abc'd model of learning objectives. It also explores the importance of motivation, classroom management, and quality teaching in creating effective learning environments. Particularly useful for students and educators in the field of education and pedagogy, offering practical insights and examples to enhance teaching and learning practices.
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community profile A full report about your chosen learners/audience. includes:
to determine (find out) students' strengths and weaknesses before instruction ex.
formative assessment- classroom interactions, questioning, activities, feedback
summative assessment
communication critical thinking creativity classroom management • Provide all students with equitable opportunities for learning
- Promote or obstruct student's access to learning
key to classroom management Build a nurturing community through community-building exercises and a set ofexpectations that students have helped to develop.
dr benjamin bloom history created blooms taxonomy
**- born Lansford, Pennsylvania February 21, 1913
blooms taxonomytoolbox to classify and organize learning objectives
**- 1956
characterizing: develops a belief/value; impacts her work behaviour
psychomotor domain
- physical, coordination, motor -skill - requires practice, measured in speed, precision, distance, procedures, or techniques
goals
- like a target - long-term aims that you want to accomplish that are broad - ex. clear communication, problem -solving skills **- Every educational activity should have a goal.
ex. Increase the oral health status for school-age children in a community.
objectives aka
**- Learning Objectives
avoid weasel verbs vague and often not observable or measurable.
components of an objective - SMART + C Specific – define your goal and methods clearly. Measurable – define your objectives numerically Achievable – your objectives must be realistic and attainable. Relevant – your objectives must address the stated need. Timely – state the start and finish for your objectives. Challenging – stretch the group to set is aims on significant improvement levels of objectives
- What does one want the learner to be able to do (action/verb) as a result of your lesson/demonstration.
condition states what conditions the instructor will impose when the learners are demonstratingmastery of a skill.
Usually a WHEN or WHILE statement : "When given a set of five unlabeled slides". "While working independently".
degreethe extent or level of expected performance:
- Until a score of 80% is achieved. - For a total of three times in a practice session. - With no errors.
- In less than five minutes. ex. “ When given a list of 20 words, the learner will be able to: Audience “ the learner ” Behaviorwords ” “ identify ” (based on Bloom ’ s Taxonomy) Condition “ when given a list of 20
Degree “ all ” (100%)
evaluation
**- A judgment or worth about the program.
Calculate probabilities Work independently
Imaginative Perceive information concretely Process reflectivelyBelieve in own experiences Good listeners Team oriented
practicingDecisive Hardworking Problem solverSeek results Control situations
Worldwide Instructional Design System1. motivation
quality teaching FACES Fairness Application Challenge Enthusiasm Service
Oral Health Education Program the process of teaching people about oral health directed at helping them prevent oraldisease
factors:
community oral health program should reflect an emphasis on Healthy People 2020 Health objectives following goalsrelating to all aspects of health, at all stages of life, provide direction for oral health programs:
