While these are legitimate goals, perhaps, but maybe a bit unclear and fuzzy around the edges. How does an instructor see the action the
student is taking when demonstrating that he or she can appreciate, has faith in, etc.?
Furthermore, the student does have a clear understanding of just what he or she has to do
either. Do not use these words to describe the task the student must perform.
Determine the most accurate action possible. Verbally explaining is not as accurate as explaining in writing. The point is that both you and the student must agree on what you are going to have them do. Conditions: The conditions under which the behavior is to be observed. The objective will contain the conditions under which action will take place. The student deserves to know what he or she will be given, or not given, to do the task. The questions you need to ask yourself are, do the conditions affect task performance? If Yes. Do they affect the type and amount of
training? Generally the types of conditions to be considered are as follows: Standards: The standard of performance is the last part of a complete objective. This is what a student must achieve before he or she is considered to have satisfactory completed the objective. In other words, "can they walk and chew gum at the same time without falling down." Now that you have a little more information about objectives, its also not seldom necessary for a course of instruction to taught to mastery level, unless that is your intended objective. In most training environments, the students
are taught how to do a task, but then they must practice on the job to be good at
it. It's also not usually necessary or reasonable to expect the student to perform
without error just to pass a course. Usually, you will set it to a level where the student
is expected to solve a certain percentage of problems or meet specific accuracy standards,
or to do things within a certain amount of time. These criteria (speed, accuracy,
quantity) often become the standards. They tell the student how well and how fast he or
she must complete the task. This should be presented to the students as part of the
training objective's. Next topic is methods of instruction go there now or go back to the top! It's your choice! |
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