Memory Game Session 7 Review Online version Review of activity types and uses, as well as, learning objective design and connections to activities by Beth Bidwell Case Studies Activities need to directly connect to the learning objectives to ensure the learners have reached the performance levels of the LO. Steps to Building a Learning Objective Effective questions are meaningful and understandable to students. Depending on the level of comprehension of a topic, students may be able to handle questions of various levels of difficultly. Effective questions challenge students but are not too difficult. Students benefit from answering easier questions before difficult ones. Closed-ended questions such as those requiring a Yes/No response, or one answer from a few possible options (multiple choice) may be useful for quickly checking comprehension. Open-ended questions that probe and elicit expanded thinking and processing of information are useful for involving students in deeper learning. Convergent questions have one acceptable right answer; students are required to regurgitate a certain response based on conventional wisdom. Divergent questions have multiple possible answers and encourage students to be creative or express insight. If working in groups, students have the opportunity to learn from a variety of perspectives. Reinforces important material, concepts, and skills. Provides more frequent and immediate feedback to students. Addresses different student learning styles. Provides students with an opportunity to think about, talk about, and process course material. Creates personal connections to the material for students, which increases their motivation to learn. Allows students to practice important skills, such as collaboration, through pair and group work. Builds self-esteem through conversations with other students. Creates a sense of community in the classroom through increased student-student and instructor-student interaction. A statement that summarizes the core of what you want your students to be able to do by the end of a module Real life examples through which to apply skills, behaviors, or procedures. Learners need knowledge of skills, and information, in order to succeed at these activities. The instructor needs to give the learners the information they need to succeed at this activity, and will follow up the activity with questions about the learners’ decisions. Learning Objective By the end of the module, the trainee with identify and manipulate the components of a circuit by applying electromagnetic theory principles within various scenarios in which they must analyze the roles and functions of the circuit, locate equipment, as well as signal and frequency functions and behaviors in order to accurately perform the locate of a buried utility. Observable, Measurable, and Specific Purpose of activities in connection with learning objectives Benefits of various activities within the LCC Types of questions to use in a LCC Qualities of a strong Learning Objective Effective use of Questions Bloom's taxonomy verbs: identify, manipulate, apply, analyze, perform First - List the skills / behaviors / information you need your learner to learn Then - Write how you will know they have learned it using Bloom’s Taxonomy levels Uses a scenario in which the learners must act out certain behaviors. Learners are asked to apply new perspectives to content and procedures they have learned before the activity. The instructor must create clear expectations to ensure the success of the learners in this activity. Role Play
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