Review the class content on writing Learning Outcomes (LOs) using the language of Bloom and Anderson and Krathwohl. How well you state, and how strong your LOs are, will largely determine the strength of your demonstration. In general, each LO should focus on one cognitive activity based on Bloom (Anderson and Krathwohl), so a good LO will only mention one activity/outcome for each LO. Recall that the class materials emphasized that LOs must refer to measurable behavioral outcomes. Many helpful documents in this course list action verbs associated with each level of thought in the taxonomies (Bloom and Anderson and Krathwohl), and provide some sample questions to use to really probe at that level of thought (great questions to promote analysis, for instance). The document also suggests some viable active learning strategies for each level of thought. Review these documents. While you are to focus on the highest levels of thought (analysis, evaluation, creation, etc.) it helps to use strong action verbs other than those words to more precisely indicate what you plan to do. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Then you will take your students though a “judgment” activity which requires that they, for example, compare and contrast the effectiveness of two approaches. INSTRUCTIONS Write your Learning Outcomes for your teaching demonstration.

I’m working on a psychology exercise and need a sample draft to help me study.

 

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Review the class content on writing Learning Outcomes (LOs) using the language of Bloom and Anderson and Krathwohl. How well you state, and how strong your LOs are, will largely determine the strength of your demonstration. In general, each LO should focus on one cognitive activity based on Bloom (Anderson and Krathwohl), so a good LO will only mention one activity/outcome for each LO. Recall that the class materials emphasized that LOs must refer to measurable behavioral outcomes. Many helpful documents in this course list action verbs associated with each level of thought in the taxonomies (Bloom and Anderson and Krathwohl), and provide some sample questions to use to really probe at that level of thought (great questions to promote analysis, for instance). The document also suggests some viable active learning strategies for each level of thought. Review these documents. While you are to focus on the highest levels of thought (analysis, evaluation, creation, etc.) it helps to use strong action verbs other than those words to more precisely indicate what you plan to do. So, instead of saying in a LO “Students will evaluate. . .” it would be better to say, “Students will judge the effectiveness of. . .” Then you will take your students though a “judgment” activity which requires that they, for example, compare and contrast the effectiveness of two approaches. INSTRUCTIONS Write your Learning Outcomes for your teaching demonstration.

My Teaching demonstration is on Sexual Abuse

 

UNFORMATTED ATTACHMENT PREVIEW

Learning Outcomes – thinking higher… Dr Jackie Craft Resources: Module 3 has several videos related to developing learning outcomes in the reading and studying area Textbook: Svinicki & McKeachie chapter 2, pages 6-10 Why do we need to develop an outcome for our Teaching Project, that reflects a higher order cognitive domain? Counselor-education is about applying knowledge effectively to human impairments presented in counseling relationships. Therefore, as instructors of learning, we should evaluate and assess our student’s ability to think critically, to think accurately, to think effectively about using counseling practices. Process of developing a learning outcome 1. Have exceptional understanding of the concept you are teaching and what competency will result from your students learning process. 2. Decide what your students should know and do at the end of the lesson that would be indicative of competency. 3. Decide how you could “measure” their competency. Do you know how to evaluate their level of learning? 4. Create a statement of the outcome of learning using a complex, rigorous active verb. 5. Create a statement that allows you to measure the level of accuracy and effectiveness Describe Know Lower order thought Understand Recognize Define List • Create • Judge • Assess Higher order processes • Measure • Differentiate • Appraise • Execute • Apply Counseling education – Common processes Problem solving – understanding the client problem and express the process of solutions development from a theoretical perspective. Decision making – as an illustration of competency. Can a student make professional decisions about the “best” course of action for clients? Solution creation – Can your student create solutions that are logical and prudent in using informed care practices? Discernment – Can a student use knowledge and competency of counseling practices to differentiate between variables and best practices? Execute – Can a student execute counseling skills/techniques/principles resulting in exceptional accuracy and effectiveness? Poor example of LO Evaluate different therapeutic approaches and determine the one best suited to the chosen case study. Elements of the LO that are unclear: What is involved in the evaluation process of this LO? What therapeutic approaches are being “evaluated? What factors are considered in determining the “best suited” for the case? Improved LO: Construct an argument for either client-centered therapy or cognitive behaviors therapy as the most effective approach-to-care, based on philosophical assumption of each and their fit with the assumptions of the case-study. Poor example of LO: Create a treatment plan demonstrating the integration of faith with the identified therapeutic approach. Elements of the LO that are unclear: What treatment plan model is being used? What “faith” aspect should inform the approach? What counseling theory is anchoring the process? Improved LO: Students will create and present a five-minute mediation exercise that uses scripture, breathing and commentary, to focus a client’s mind on God, as a beginning phase of a session. Conceptual Map Step one…. What will students “do.” Step two …. What will illustrate level of competency? Step three… Is it clear and measurable? In other words, can you clearly visualize, as the instructor, how you will determine the difference between students who have a high level of competency, average, and poor? Can YOU evaluate it? Create a concise, clear LO statement: EDCO 725 LEARNING OUTCOMES FOR TEACHING DEMONSTRATION GRADING RUBRIC Criteria Content Content Structure Structure Levels of Achievement Advanced 15 Points Learning objectives superbly reflect the guidelines presented in the class content. Advanced Proficient 14 Points Learning objectives largely reflect the guidelines presented in the class content. 5 Points Exceptional writing, formatting, and current APA support (if any). 4 Points 3 Points Writing is acceptable at the LO’s contained some graduate level and current writing errors which should APA support used. not be seen at this level of study. Proficient Developing 13 Points Learning objectives partly reflect the guidelines presented in the class content. Developing Below Expectations 1 to 12 Points Learning objectives marginally reflect the guidelines presented in the class content. Below Expectations 1 to 2 Points Unacceptable writing errors. Not present 0 points Not Present Not present 0 points Not Present …
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