Valuable domain learning

I think it is very important to do the objectives with the various levels. It in sures that you know the students get the topic. If you just started out at the top level they would probably not be able to follow. Sure there may be a few that get it but what about the rest of your students. In doing the levels you can be sure that the students are getting the topic and can follow along with recalling information. Being able to explain in their own words what they understand. Forming their own opinion about a topic these are skills they will need in the real world and if we don't prepare them then we are doing them a disservice.

Assumptions

I have made assumptions in the past where I have a student who will not participate in class when doing any class work. I tried so many different methods of trying to engage her, one day I decide to just go ahead and do a small lab. Well when went into the lab she was a whole new person she was much more involved and open to what I had to teach her. I have sense gotten her to do much better in class, because she is much more aware now that the book work part will help her. By focusing more with the class work she is learning that there is information that will help her to do much better with styling hair which she loves. So my assumption was proven wrong I thought she was just lazy but she showed me and now we both understand each other a little better as to why I teach certain parts first before going into lab.

Valuable Tools

I believe that preparing instructional objectives in each domain of learning is a valuable tool. Because students learn on different levels, by preparing the instructional objectives in each domain and at various levels, this will allow students to grasp and retain the information being taught. For me, I did not know about this teaching concept. Basically, I found myself teaching at a higher level than the students are ready for. By preparing the instructional objectives in each domain and at various levels this will allow the student to build up their mastery of the material being presented. It will allow me the opportunity to see the students progression or if they are struggling in an area. The instructional objectives will help me know how write essential and closure questions that would be relavant. Not only will preparing instructional objectives help the students but will help me to assess how well the informations is being recieved from the students.

Instructional Objectives

I believe it is important to prepare instructional objectives in each domain of learning. The objectives are part of your road map. They help point you in the direction that you as a teacher or facilitator want your students to go. This area is still an emerging area for me. Even though I have not mastered the art of preparing instructional objectives I understand enough about them to know that they are relevent and it helps drive your lessons, along with your essential question. When I have developed my objectives I have only developed them with one type of student in mind. The longer I teach I notice students are at several different learning levels and I better understand why it is important to develop these objectives at different levels.

Making assumptions

I can admit that I did make an assumption about one of my students and my assumption was wrong. I have a student who is over 6 feet tall and is very loud and is always rapping out loud. Well come to find out this student is actually a good student. You might ask, "What do you consider a good student?" This student completes all of the assignments early, to the point I have to give him more to do. He always comes to me and ask "Ms. Jackson I'm finished, what do you want me to do next?" I tell you when I realized this wasn't the average student I was pleasantly surprised. Most of my students do not complete assignments and I have to explain the directions several times. So the moral of this is don't make assumptions about "people" based on looks and your past experiences,get to know the person for who "they are" not on generalizations.

HAVE YOU EVER MADE ASSUMPTIONS ABOUT ONE OF YOUR STUDENTS OR SOMEONE ELSE'S ABILITY TO LEAN LATER WAS INNACURATE?

This topic is one of my pet peeves - as i personally feel that I am judged inaccurately because of my accent. As a result of my personal experience I try not to judge people before I have an opportunity to know them or form an opinion of them.

It is very important fro me not to prejudge my students because this will put them an an unfair advantage. However,I can be very rigid sometimes and I am working on dealing with my students in a not so rigid manner. As we learned in NTI I have to remember that the student mind i not yet developed and they may not be responsible for some of the decisions they make, so I cut them some slack but still hold them accountable for any unprofessional behavior/attitudes.

In the past if I feel that someone has made an inaccurate judgment about me I go to them and bring up the subject and discuss same if the other person is receptive to the discussion. This has worked for me sometimes, maybe you can try it sometime.

HOW VALUABLE IS TO PREPARE INSTRUCTIONAL OBJECTIVES....

Personally I think it is very valuable to prepare instructional objective in every domain of learning, and if necessary prepare instruction to suit the various levels of your domain or area of education so the no child is left behind.

Not all students learn on the same level so instruction should be prepared using different delivery tools such as power point presentations, visual like video, lecture/verbal presentation, hands on presentations like my culinary labs (where students can actually do a task and you can judge if they got the concept).

When preparation is done you as a teacher are also preparing yourself for the task at hand. When you plan and present a lesson you see where you fell short and can adjust the lesson, especially when the kids do not get it - you adjust instruction and maybe reteach if needed or change the mode of presentation.

I have learned so much by planning my instruction even if I felt I was very organized it allows me to grow as a teacher.

What I meant to say was......

"How valuable do you think it is to prepare instructional objectives in each domain of learning, and at various levels?"

First and foremost, in almost everything you do you should have some objective in mind. Rather it's to be debt free in five years or to leave the students with a better understanding of the material you just covered.

As it relates to learning at various levels, I believe in each level the material should compliment the previous level, and the objectives should become more rigorous. In my intro classes, I give the foundations, in my second and third year classes, I build on top of the foundation. I want my students to complete the pathway with a clear understanding of the criminal justice process.

Don't judge the book by it's cover

"Have you ever made assumptions about one of your student's or someone else's ability only to learn later that you were inaccurate? On what basis did you make your first judgment and what caused you to change your perspective?"

Picture, a student with sagging pants and his eyebrow's cut up. Then imagine him sitting in you class and giving you one of those "looks"..you know the kind of look as if he was sizing you up.

"Great!" I said to myself.

Well he has turned out to be one of my brightness students. He join my Skills USA Criminal Justice Club, and told me that we were going to nationals. He always have a positive attitude, and when I learned that his sister was raising him because his mother passed away some years ago then I knew he was truly a "diamond in the rough."

What I enjoy most about life, is that I'm still learning. I pray that never stops.

Learning Domains

I think that it is extremely important to prepare instructional objectives in each domain of learning because it allows students to learn basic principles of a content area and have the opportunity to comprehend what it is that they are learning before advancing. As students gain knowledge and comprehension then they can advance to higher levels of learning. I think that it is also important as teachers to be able to recognize when it is time to switch gears and step it up a notch. I have had my share of experiences where I was under the assumption that my student really didn’t have any prior knowledge of a particular unit only to find out that they knew more than I thought, so I would have to use higher level objectives to make it interesting for them and to challenge them so I think that it is very important. If instructional objectives are not presented at various levels then the ways in which our students learn to process and decipher information will be stagnant and unvaried

Preparing Instructional objectives in EACH Domain??

While I think it is extremely valuable to prepare instructional objectives in each domain, it feels like another larger than life task for me at this point. I continue to struggle to make my objectives meaningful and relevant to the lessons and staying on target with the essential questions prepared for the GPS standards. Just the thought of preparing six maybe seven objectives for each unit of study appeared to be a lot. However, as I've thought more about it, I would prepare the levels starting with simple in the beginning and saving the more complex for last. Notice, when you ask just a simple question related to how valuable "I think it is to prepare instructional objectives in each domain at various levels of learning", I immediately attempt to make it happen. I may need to remain in the convergent mode prior to diverging at this point, but I truly feel it is important to create objectives at the various levels and in each domain. In that way, I'll be able to assist the students in developing critical thinking skills a step at a time.

Learning Domains

I think it is very important to prepare instructional objectives in each domain of learning. That way the students are also prepared in what they are going to be learning starting from the lowest level of thinking and learning. This will also keep us teachers in check to not to surpass things that we thought they should have known before hand. If we start at the lower level, then there is no room for getting ahead.

Learning Domains

I think it is very valuable to prepare learning objectives in each domain of learning and at various levels because it enables students to learn at the most basic level and then build on that basic knowledge. I have been guilty of teaching above the students' head. I now realize that if students have not been given the basic knowledge, then asked to comprehend that knowledge, they will not be able to apply that knowledge. Teaching and learning must be done in a logical order. Learning domains are a very valuable tool in student assessment.

Domains of Learning

I think that it is very valuable to prepare instructional objectives using each domain of learning at various levels because it allows you as an instructor to make the learning more relevant to all students. I think that by assessing the learning styles of your students you quickly learn how to develop a strategy for preparing your instructions. I think that because of the nature of CTE, instructors have to start at the knowledge level for many students and build upon each lesson using a variety of levels for questioning in order to understand where each student is with their understanding. This assessment, helps the instructor to focus on areas where students may be deficient or need additional instruction.

Domains of Learning

I believe you should prepare instructional objectives in each domain of learning and at various levels to fulfill the needs of a wide range of different students. First you will ideally start at the knowledge level. This will ensure everyone has a base line of knowledge to build upon. Then you will probably move on to comprehension, then application, etc. and even higher levels. You can be assured to reach a multiple range of students by using a mixture of levels in each domain. Gifted students sometimes challenge the diverse levels. Each student is unique and learns in their own special way. This in turn keeps us teachers on our toes. Teaching with various domains of learning at different levels, satisfy the individual needs of a diverse group of students.

I think it is VERY important to include all domains of learning in instructional objectives. Each domain has its own objectives that all come together for the total learning experience. The cognitive domain is important to establish content knowledge before moving on to other domains. The cognitive is the traditional way of teaching, but along with the affective domain, the students can put things into their own words to better remember it. In our classes, the psychomotor domain is the only way to evaluate a set of skills. Students can be straight A students but lack mastery in hands on skills and vis a versa. This is why I think it is important to include all domains when designing lessons. It takes more thought, but I believe the students will remember your class forever, whereas recall facts from core class go right out the other ear.

Valuable domain's of learning....

I think each domain of learning is valuable, but some are really close in comparison and they overlap in a way. I do think that it is important to teach in every domain and students learn differently at different levels. A lot of students stay only in the knowledge domain, you have to push them to move up or they will stay at the same level forever. I love the application domain. I also believe that students learn better in this domain and the synthesis domain. I have tried to keep my upper level classes more in the divergent domains because they learn the basic knowledge in the lower level classes and should be able to develop more in the upper classes.

assumptions......

This is a hard one. I really do not know of an example to give you about an assumption that I have made. I think the only thing that I have assumed was that all other teachers cared as much as I do. I know that sounds terrible but some teachers do not seem to care. Students go through a lot in this era, even more than we know. Sometimes they need a break. They do need boundaries and rules but every student is different and unique. I help sponsor our school's Relay for Life. Now, I assume that the other 120 teachers in the school would come support and help out.... wrong. They could care less. So, I guess I've been let down more by the other adults in the school rather than the kids. Maybe it's because I hold them to a higher standard?? Oh well :)

Not Always What It Appears

There is one student that I remember from last year,very smart and talented. Her mother is constantly checking on her and ready to help when she can. This particular student did not do well on the final exam last year. Her mother called me, very upset, remarking that she found very difficult to believe that her daughter could get such a grade. I am coming to the assumption in a moment. The student was asked, what happened. Her reply puzzled me for a while; " I am tired".
Now the same student is in my class this year. She still professes that her goal is to become doctor. The assumption that I made is that she really wants to become a doctor. When asked, she has all the right answers. But she only does what is minimally required. She does not listen in class because she believes she already knows the answers. Her actions do not line up with the desired goals. In fact from listening to her mother, I understand that to become a doctor is really her mother's goal.
This young lady has family support, good grades and very active in school but she does not have passion for the profession. I assumed that when you have the resources that a student will succeed or wants to succeed. What I see is that no matter if the student is surrounded by resources, if they do not have the passion or dedication than you cannot make them into something they are not. I had the connection all wrong. It is not the resouces that ultimately will lead to a student's success, but the student has to to have a desire to meet their own goals. No matter what I see in a student, I cannot do it for them. Like this young lady, her mom is doing all the work; she on the other hand, watches the work being done.