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Dwyer, 1991 – "If your final objective is to have learners engage in
problem-solving,you inspect the instructional unit to make sure that
the content contains the appropriate facts, concepts, rules/principles,
etc. which are a prerequisite for that intended learners to engage in
Relate different levels of learning objectives to learning
Activities can include writing papers, doing projects, solving
problems, discussing issues, etc. Read more at Penn State World Campus Examples
of Student Activities.
When we talk about student activities, you may say:
I have all kinds of student activities, such as small-group discussion,
case studies, projects, etc. But why should you choose using case
studies over small-group discussion? And visa versa. Put another way:
when should you use one type of student activity over the other?
After you create the learning objectives, you should
not set them aside. Instead, you should keep them in mind alway when
you select student activities.
As mentioned in the section on "Why Do We Need Learning
Objectives" there are different levels of objectives. You will want
to select student activities based on the level of the objectives.
Following are some examples of student activities related to different
levels of learning.
The different levels of learning below are focused on
the cognitive domain. If you are teaching physical skills or want
to focus on students' attitude, feeling and values, you will want
to use other student activities.
|Level of Learning||Student activities|
quizzes, trivia games, etc.
students show examples/non-examples, student generated flowchart,
projects and prototypes, simulations, etc.
study, small group discussion, critical thinking, teamwork,
Dwyer, F. M.(1991). A paradigm for generating curriculum
design oriented research questions in distance education. Second
American Symposium Research in Distance Education, University
Park, PA: Pennsylvania
Heinrich, R., Molenda, M., Russell, J.D., Smaldino,
S.E. (1996). Instructional Media and Technologies for Learning.
Englewood Cliffs, NJ:
Huitt, W. (2000). Bloom
et al.'s taxonomy of the cognitive domain. Retrieved May
14, 2003, from href="http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html">
Kizlik, B. (2003). How to write effective behavioral
objectives. Boca Raton, FL: Adprima.
Retrieved May 14, 2003, from
Lohr, L (no date). Objectives, sequencing, strategies,
Retrieved May 14, 2003,
from University of Northern Colorado College of Education Web site:
SOGC Org (no date). Writing instructional objectives: The what, why how and when. Retrieved May 14, 2003, from
http://www.sogc.org/conferences/pdfs/instructionalObj.PDF [No Longer Available]