O Objectives And Learning Outcomes example essay topic

PGCE Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners's kills and knowledge in reading, analyzing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson. o Lesson content and building blocks of lesson planning. o The methodology of Teaching and learning. o The theories of learning and what influences planning. o Assessment through the use of a self-evaluation pro-forma. o Motivational and Equal Opportunities issues. o Self -Evaluation.

Lesson content and building blocks of lesson planning Benjamin Bloom developed an analysis of academic learning behaviour's in the field of education, known as Bloom's Taxonomy. These behaviour's were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains. The Cognitive Domain The Cognitive Domain is a person's intellectual ability. Cognitive learning behaviour's are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain; 1.

Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed. 2. Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information. 3.

Application is the ability to use a learned skill in a new situation. 4. Analysis separates information into part for better understanding. 5. Synthesis is the ability to combine existing elements in order to create something original. 6.

Evaluation is the ability to make a judgement about the value by using a standard. These categories are arranged on degree of difficulty, meaning that a learner, who is able to perform at the higher levels (Analysis, Synthesis, Evaluation), of the taxonomy, is demonstrating a more complex level of cognitive thinking. The Psychomotor Domain The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Simpson (1972) developed seven psychomotor categories to support Bloom's domain. 1. Origination; a learner's ability to create new movement patterns 2.

Adaptation; a learner's ability to modify motor skills to fit a new situation 3. Complex Overt Response; the intermediate stage of learning a complex skill 4. Mechanism; the ability to perform a complex motor skill 5. Guided Response; the early stage of learning a complex skill which includes imitation 6. Set; a learner's readiness to act 7. Perception; the ability to use sensory cues to guide physical activity These physical behaviour's are learned through repetitive practice.

A learner's ability to perform these skills is based on precision, speed, distance, and technique. Learners' general objectives would be to writes smoothly and legibly; accurately reproduces a picture, operates a computer skilfully, within behaviour al terms; Assembles, manipulates, uses. The Affective Domain The Affective Learning Domain addresses a learner's emotions towards learning experiences. A learner's attitudes, interest, attention, and values are demonstrated by affective behaviour's. 1. Internalizing Values; Behaviour which is controlled by a value system 2.

Organization; Organizing values into order of priority 3. Valuing; the value a person attaches to something 4. Responding to phenomena; Taking an active part in learning; participating 5. Receiving phenomena; An awareness; willingness to listen These five categories can be thought of as building blocks, one must be learned in order to move onto the next category. (Reece &Walker, 2000), suggest the well rounded and fully functioning learner needs to develop in all three domains. Session one makes use of psychomotor and cognitive learning with reference to the affective domain, where learners will understand, Comprehension and uses their perceptual abilities.

Demonstrate a skill, e.g. areas for use are reading, handwriting. (Reece & Walker (2000) suggest the planning of a cognitive lesson where the emphasis is on 'understanding', student activities should be delivered in building blocks of information, (blocks of fifteen minutes), this is the analysis behind the session plans. Session two, demonstrates an understanding of the three learning conditions, e.g. continuity, practice and feedback. Each session includes the three main components of a skill session; introduction, development and conclusion, giving students experience, enabling reflection, and increasing motivation.

Objectives Lesson content depends upon the style of learning taking place (Hud delton & Unwin, 1997; Cohenet et al, 1996). When planning for the session, objectives need to be considered. Product objectives are concerned with what the learner will be able to produce at the end of the session. Huddleston & Unwin (1997 p. 26) suggest process objectives 'are often connected with transferable skills' one of which is communication of information.

Cohenet al (1996), suggest when the consideration discussed have been undertaken, the contents of a lesson should be added to the session plans. The following supplementary parts should be added to the session plans: e.g. o Objectives of the lesson. o Subject area. o Learning activities. o Length of session. o Learning Outcomes. o Teaching strategies. o Resources. o Form of assessment. The theories of learning and what influences planning There are several strategies available to teachers, some of the strategies undertaken by teachers are; lectures, group discussions, role playing, Oops. (Curzon, 1985).

Reece and Walker (2000) suggest the lesson should include a time for individual practice. Teaching strategies have to make good use of group discussions, these strategies are more appropriate because of the number of students (fourteen students), within the class. It is essential to understand the theory within education. Curzon (1985, p. 24) discusses the fact that theory and practice go hand in hand with one another. Theories have been defined as 'detailed practice'. Curzon (1985, p. 25) also discusses five of the main theories of learning being; o Behaviourism. o Neo-behaviour ism. o Cognitive Development Gestaltism o Humanists.

Curzon (1985, p. 25) discusses 'to be a Successful practitioner in any field of education, teachers will become better equipped for their tasks if they understand both 'how' and 'why'. This section will discuss some of the theories in more detail. Behaviourism (Reece and Walker 2000: 105). Claim that learning takes place by responding to stimuli, that responses can be conditioned by repeating the stimuli and that reinforcement of responses is important to achieve learning (Reece and Walker 2000: 105). Session two, make good use of the theories discussed, whereas at the point of introduction, a list of learning outcomes is identified to the students. The objectives to be learned, designed in a sequence of building blocks; providing feedback on each stage so that the correct responses will be reinforced.

See (Appendix. B and C) Humanism Humanists advocate the importance of learners being at the centre of learning. Teachers need to provide a learning environment that is safe and com for table for the type of learning that needs to take place. Learners should feel part of a group and can contribute with confidence (Reece and Walker 2000: 112). Maslow created a hierarchy of human needs, suggesting that certain needs have to be met before learning can take place (Reece and Walker 2000: 112). Rogers again placed the learner at the centre of the learning process through active discovery (Reece and Walker 2000: 112).

Kolb suggested that learning took place by active involvement followed by reflection and moderation in a continuous cycle (Reece and Walker 2000: 112). Session One, where the steps in preparing a media document are given, and a response by the students is expected, along with feedback from the teacher in the form of a discussion or question and answer, to reinforce the correct responses. Learning is very much 'controlled' by the teacher in terms of student centred activity, which is essential in each session. Session two, Gives the learners control of their own learning however; further learning is dependant upon the individual's own motivation and initiative. Reece and Walker (2000) discuss that a combination of theories are to be considered when teachers plan their lessons. The session plans should use a combination of teaching strategies where the lesson is controlled by the teacher and by the learner, and is undertaken where appropriate.

Resources There are various resources available to teachers to support learning. Reece and Walker (2000) discuss the use of these resources, e.g. o Handouts. o OHP. o Transparencies o Wipe boards. The Session plans use a number of resources. Handouts are beneficial to students especially when the teacher is passing on significant information. Shortened handouts are used for some sessions making learning easier for the students, saving time when large amount of information need to be specified (Cohen et al, 1996). Assessment through the use of a self-evaluation pro-for maThe assessment processes is an important part of classroom practice and involve both teachers and learners in reflection, dialogue and decision making.

(Ann Doyle, Pedagogy and Assessment, Institute of Education). Assessment can determine if learning has taken place (Reece &Walker, 2000). Learners should become as aware of the 'how' of their learning as they are of the 'what'. An appropriate method of assessment in session two would be observation by the teacher whilst learners compile their written document, therefore giving the teacher time to assess learners' progress. In session one, questions and answers are used as one of the techniques of assessment. This provides the learner with knowledge of their achievement in relation to learning objective.

Motivation and Equal Opportunities issues Teachers can use effective learning activities with students that can increase motivation within the classroom, by making positive changes to the learning environment, development a sense of community and by building in additional outcomes and rewards for learning. Maslow (Curzon, 1985) discusses motivation in terms of an individuals endeavour for growth. Learners have human needs. Motivation is an essential consideration when deciding upon the teaching strategies that the teacher may use. (Reece and walker, 2000). Suggest that the presence of motivation can promote effective learning.

Curzon (1985) suggests 'teachers should plan a variety of activities to prevent students becoming bored e.g. o Keeping students interested within the subject matter. o Help students achieve their objectives. o Help students reach particular aim for the course), The teaching strategies have been added to the session plans, considering the need for motivation, in addition, shorter tasks have been used for session one, where cognitive learning is taking place. Reece and Walker (2000) suggest verbal praise such as feedback should be given to students to provide motivation, this has been included in session two, where students receive feedback for their document skills, also contained in session one, where learners are occupied in group question and answer sessions, students are provided with feedback, in each sessions, students are asked to interact with their peers in discussions, and to share knowledge. This prevents the effect of boredom, (Reece and Walker, 2000). Equal Opportunities Cohen et al (1996) state 'the issue of equal opportunities engages many very important areas of teaching and learning', Reece and Walker (2000) explain that all students must have a fair and equal chance to learn, Within the sessions equal opportunities has been considered.

All teaching and learning strategies ensure the inclusion of all students both at an individual and group level. Language within handouts are not gender specific (e.g. not male-dominated), nor are the pictures used within visual aids bias toward any gender. Religion, or ethnic grouping as suggested by curzon (1997). This subject clearly affects planning, particularly when considering teaching strategies. Self -Evaluation The process of self-evaluation outlined by Cohen et al (1996, p. 101) A evaluation of the lesson will ask the teacher, how can the session improve for future reference, was the session successful or unsuccessful and what information the self evaluation can provide for the immediate future'. In short this statement emphasizes the importance of evaluation in reflective practice.

The self evaluation pro forma see (Appendix k) suggested by Reece and Walker (1992. page 14) was designed following building block of the lesson; the self evaluation assessment can be block down into its sections; o The Lesson Plan, o Objectives, and Learning Outcomes, o Teaching Methods, o Resources, o Classroom Relationships, Assessment Methods. These sections of a lesson must be evaluated in order to ensure effective evaluation the form includes questions which the teacher must consider before completing the pro-forma. The form is easy to complete and will also help the teacher to maintain a 'diary' of consecutive lessons.

Bibliography

Reece I and Walker S (2000) 'Teaching, Training and Learning: A Practical Guide: 4th edition: Business Education Publishers Ltd Atherton J S (2002) 'Learning and Teaching: Humanistic theories: What is learning?' : UK: Available: web and Bloom's Taxonomy page on Designing and Managing Multiple Choice Questions;
web Curzon L B (1985) 'Teaching in Further Education: An outline of principles and practice': 3rd Edition: Biddies Ltd: Guildford.
King, A. & Rosen shine, B. (1993).
Effects of guided cooperative-questioning on children's knowledge construction. Journal of Experimental Education, 6,127-148. Huddleston P and Unwin A (1997) 'Teaching and Learning in Further Education: Diversity and Change: Rutledge: London Student Learning Outcomes: Recommended Reading [ web Other Sites: o Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) o Bloom's Taxonomy [The Teaching and Educational Development Institute] o Bloom Resources o web o web o web end / skills /bloom.