Transcript Week4

WEEK #4
Performance Objectives
Agenda for Today
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Learned capabilities, goals, & performance
objectives
Instructions for Proposal
Project Demo
Instructions for Website Evaluation Project
Gagne’s Five Learned Capabilities
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Motor skills
Attitudes
Verbal information
Cognitive strategy
Intellectual skills
Motor skills
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Bodily movements involving muscular activity
 Starting
a car, shooting a target, swinging a golf club,
rope jumping, handwriting alphabets
Attitudes
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An internal state which affects an individual's choice
of action toward some object, person, or event.
 Choosing
to visit an art museum, choosing to read a
science fiction, choosing to become a vegetarian
Verbal information
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Labels and facts
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Naming or making a verbal response to a specific input
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Naming objects, people, or events; recalling a person's birthday
or hobbies; stating the capitals of the United States
Body of information
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Recalling a large body of interconnected facts
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Paraphrasing the meaning of textual materials or stating rules
and regulations; paraphrasing the meaning of textual materials;
stating rules and regulations.
Cognitive Strategy
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An internal process by which the learner controls
his/her own ways of thinking and learning
 Engaging
in self-testing to decide how much study is
needed; knowing what sorts of questions to ask to best
define a domain of knowledge; ability to form a
mental model of the problem.
Intellectual Skills
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Discrimination
Concrete concept
Rule using
Problem solving
Intellectual Skills- Discrimination
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Seeing the essential differences between inputs and
responding differently to each.
Example: Distinguishing yellow finches from house finches
on the basis of markings; having to tell the differences
between gauges on an instrument panel.
Intellectual Skills- Concrete Concept
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Responding in a single way to all members of a
particular class of observable events. Seeing the
essential similarity among a class of objects, people,
or events, which calls for a single response.
Example: Classifying music as jazz, country western,
rock, etc.; saying "round upon seeing a manhole
cover, a penny, and the moon.
Intellectual Skills- Rule Using
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Applying a rule to a given situation or condition by
responding to a class of inputs with a class of actions.
Relating two or more simpler concepts in the particular
manner of a rule. A rule states the relationship among
concepts.
Examples: It is helpful to think of rules or principles as
"if-then" statements. "If a task is a procedure, then use
flowcharting to analyze the task." "If you can convert a
statement into an 'if-then' statement, then it is a rule or
principle."
Intellectual Skills- Problem-Solving
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Combining lower level rules to solve problems in a
situation never encountered by the person solving
the problem. May involve generating new rules
which receive trial and error use until the one that
solves the problem is found.
Goals
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Goals are broad statements of desired end results.
Goals are the first part of a planning, and must be
followed by performance objectives.
To reach a goal, there are steps that need to be
climbed.
Performance Objectives
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An objective clearly and simply states what the learner
will be able to do as a result of participating in the
instructional program (focus on the “after”)
Clear statements of instructional intent
Effective objectives are measured and observable.
Avoid objectives that aim to improve an internal state
of mind; for example – to “understand”or to “know”
are not measurable or observable.
Action Verbs
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Use
Explain
Label
Demonstrate
Diagram
Evaluate
Inspect
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List
Prepare
Complete
Assemble
Organize
Sell
Analyze
Conduct
Five Elements of Performance
Objectives
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A context (情境)
A learning verb (學習能力動詞)
Target (對象/目標)
An action verb (動作動詞)
Tools, limitations, conditions (工具,限制,特定狀況)
Example1
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{context} 提供一片新鮮的牛肉做為參考,
{learning verb} 辨識{target} 新鮮牛肉及瀕於腐爛
牛肉的味道,{action verb}以指出他們味道的異同
Intellectual Skill- Discrimination
Example 2
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{context} 當同儕之間正在使用有害毒品,如有供
應時,{learning verb} 會選擇{action verb}拒絕毒品.
Attitude
Example 3
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{context} 離開三公尺長的木板{limitation}用平順
和持續的動作,且只能以少量水花{action verb}垂
直跳入水中{learning verb}去實施{目標}軀體跳水
Four Elements of Performance
Objectives
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Condition
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Person
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The Person refers to who is the person or persons that will be doing
the task.
Performance
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The Condition refers to the point with which a student is to be
evaluated.
The Performance refers to what the person is expected to do, (the
action).
Criteria (or Criterion)
The Criteria refers to what level or degree the task is to be
done.
Example 1
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The Condition: While completing this workshop
The Person is: the 11th graders
The Performance: are able to identify the four
parts of an instructional performance objective and
list performance objectives
The Criteria is: properly