Outcomes, Assessments, O My! ( A summary of chapter 4)

 

 CHAPTER 4

    

 Chapter 4 of our text explores techniques allowing instruction to be informative but also meaningful. Section 1 discusses learning outcomes and objectives. In this section - the authors highlight that a teacher's ability to plan units and lesson plans in accordance to state standards will play a large role in students having successfully learning outcomes. They also define outcomes and objectives. Teacher's can clearly review what the expected outcomes for students in state standards. From these outcomes ( meaning that there is measurable learning) 

    Teacher's can trace back that desired outcomes and come up with a list of a objectives in order to get to the final destination of that outcome. There are learning objectives that a teacher will create but also behavioral objectives that students will be expected to follow as well. Behavioral objectives state what a child will do or can do as a way to evaluate or measure learning that is taking place. In Section 3 the authors also outline performance objectives which seek to evaluate the student's progress and assess what content has been understood and what the student  may be missing.

    Section three also introduces the student to the ABCD model. This model is simplified method for educators to write objectives. Section 4 -8 overview four types of objectives which a teacher may teach for. These include the cognitive, the affective, psychomotor, and the interpersonal.

     Cognitive has to do with a student's ability to properly understand and grasp content. Affective denotes whether the student has been able to comprehend content in a way which is meaningful to them considering a student's personal feelings and preferences. A psychomotor objective asks whether the student has the fine motor and dexterity skills to affectively complete a task.  A interpersonal objective asks whether or not a student has been given an opportunity to interact positively in group settings to learn collaboratively.

.     The remaining sections of chapter 4 outline task analysis in creating instruction for students, lesson planning, differentiated instruction and creating a fun energetic environment. This chapter concludes by offering a sample social study lesson play for the reader to review.