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  • Soriano, Jessmae T. 2BMLS05

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    Marissa Terrado Soriano
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    Objectives are statements that define the expected learning goals and skills students will acquire from instruction. Teachers should introduce objectives to students by writing them on the board or including them in a PowerPoint slide, explaining what students need to study for the lesson. Key principles of teaching include encouraging contact between students and faculty, developing cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. The laws of learning are readiness, effect, exercise, primacy, intensity, and recency - which state that learning is strongest when students are prepared and motivated, practice new skills, learn correctly the first time, have vivid real-world experiences, and

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    POT ACTIVITY

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    Objectives are statements that define the expected learning goals and skills students will acquire from instruction. Teachers should introduce objectives to students by writing them on the board or including them in a PowerPoint slide, explaining what students need to study for the lesson. Key principles of teaching include encouraging contact between students and faculty, developing cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. The laws of learning are readiness, effect, exercise, primacy, intensity, and recency - which state that learning is strongest when students are prepared and motivated, practice new skills, learn correctly the first time, have vivid real-world experiences, and

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    18 views3 pages

    Soriano, Jessmae T. 2BMLS05

    Uploaded by

    Marissa Terrado Soriano
    Objectives are statements that define the expected learning goals and skills students will acquire from instruction. Teachers should introduce objectives to students by writing them on the board or including them in a PowerPoint slide, explaining what students need to study for the lesson. Key principles of teaching include encouraging contact between students and faculty, developing cooperation among students, encouraging active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. The laws of learning are readiness, effect, exercise, primacy, intensity, and recency - which state that learning is strongest when students are prepared and motivated, practice new skills, learn correctly the first time, have vivid real-world experiences, and

    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 3

    Soriano,Jessmae T.

    2BMLS05

    1. What is an objective?
    Objectives are statements that define the expected goal of a
    curriculum, course, lesson or activity in terms of demonstrable skills or
    knowledge that will be acquired by a student as a result of instruction.
    2. How to introduce objective to students?
    By writing in white board/blackboard or put the objective in power
    point slide and give student the keyword, explain the objective for them
    to expect what activity or lesson that student need to study and explain it
    in short period of time.
    3. What are the principles of teaching?
    Encourage contact between students and faculty
    Building rapport with students is very important. The contact between students
    and teachers are vital to the students' success. One of the main reason students
    leave school is the feeling of isolation that they experience. The concern shown will
    help students get through difficult times and keep working.

    Develop reciprocity and cooperation among students


    When students are encouraged to work as a team, more learning takes place.
    Characteristics of good learning are collaborative and social, not competitive and
    isolated. Working together improves thinking and understanding.

    Encourage active learning


    Learning is an active process. Students are not able to learn much by only sitting
    in classes listening to teachers, memorizing pre-packaged assignments, and
    churning out answers. They must be able to talk about what they are learning, write
    about it, relate it to past experiences, and apply it to their daily lives. Students need
    to make learning a part of themselves.

    Give prompt feedback


    By knowing what you know and do not know gives a focus to learning. In order
    for students to benefit from courses, they need appropriate feedback on their
    performance. When starting out, students need help in evaluating their current
    knowledge and capabilities. Within the classroom, students need frequent
    opportunities to perform and receive suggestions for improvement. Throughout their
    time in college and especially at the end of their college career, students need
    chances to reflect on what they have learned, what they still need to know, and how
    to assess themselves.
    Emphasize time on task
    Learning needs time and energy. Efficient time-management skills are critical for
    students. By allowing realistic amounts of time, effective learning for students and
    effective teaching for faculty are able to occur. The way the institution defines time
    expectations for students, faculty, administrators, and other staff, can create the
    basis for high performance from everyone.

    Communicate high expectations


    Expect more and you will get it. The poorly prepared, those unwilling to exert
    themselves, and the bright and motivated all need high expectations. Expecting
    students to perform well becomes a self-fulfilling prophecy when teachers and
    institutions hold high standards and make extra efforts.

    Respect diverse talents and ways of learning


    There are many different ways to learn and no two people learn the same way.
    Students bring different talents and learning styles to the classroom. Students that
    excel in the seminar room may be all thumbs in the lab or art studio and vice versa.
    Students need the opportunity to show their talents and learn in ways that work for
    them. Then, they can be guided into new ways of learning that are not as easy for
    them.
    4. What are the laws of learning?
    Readiness

    The basic needs of the learner must be satisfied before he or she is ready or capable
    of learning.The instructor can do little to motivate the learner if these needs have not
    been met. This means the learner must want to learn the task being presented and
    must possess the requisite knowledge and skill
    Effect

    All learning involves the formation of connections and connections are


    strengthened or weakened according to the law of effect. Responses to a situation
    that are followed by satisfaction are strengthened; responses followed by discomfort
    are weakened, either strengthening or weakening the connection of learning. Thus,
    learning is strengthened when accompanied by a pleasant or satisfying feeling, and
    weakened when associated with an unpleasant feeling. 
    Exercise

    Connections are strengthened with practice and weakened when practice is


    discontinued, which reflects the adage “use it or lose it.” The learner needs to
    practice what has been learned in order to understand and remember the learning.
    Practice strengthens the learning connection; disuse weakens it. Exercise is most
    meaningful and effective when a skill is learned within the context of a real world
    application.
    Primacy
    Primacy, the state of being first, often creates a strong, almost unshakable
    impression and underlies the reason an instructor must teach correctly the first time
    and the student must learn correctly the first time. 
    Intensity

    Immediate, exciting, or dramatic learning connected to a real situation teaches a


    learner more than a routine or boring experience. Real world applications (scenarios)
    that integrate procedures and tasks the learner is capable of learning make a vivid
    impression and he or she is least likely to forget the experience. 
    Recency

    The principle of recency states that things most recently learned are best remembered.
    Conversely, the further a learner is removed in time from a new fact or understanding, the
    more difficult it is to remember.

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