Huwebes, Hulyo 18, 2013

something to do

Something to do

1. Read the blog of the day.

2. Visit the suggested website for better understanding.

3. Prepare for an oral quiz on monday and tuesday.

in-put on cognition

Santrock tls ppt ch06-1 Presentation Transcript

1. A Topical Approach to LIFE-SPAN DEVELOPMENT John W. Santrock Chapter Six: Cognitive Developmental Approaches
2. Piaget’s Theory of Cognitive Development Processes of development Concepts for constructing knowledge Piaget identified how children develop, use them Schemes Assimilation and accommodation Organization Equilibrium and disequilibrium Equilibration
3. Piaget’s Theory of Cognitive Development Processes of development Schemes Actions or mental representations that organize knowledge Behavioral (physical) in infancy Mental (cognitive) in childhood
4. Piaget’s Theory of Cognitive Development Processes of development Assimilation Incorporate new information or experience into existing knowledge schemes Accommodation Adjust existing schemes to take in new information and experiences
5. Piaget’s Theory of Cognitive Development Processes of development Organization Grouping isolated behaviors into a higher-order cognitive system Undergoes continual refinement Cognitive organization of experiences
6. Piaget’s Theory of Cognitive Development Processes of development Equilibration Explanation of cognitive shift (qualitative) from one stage of thought to next Disequilibrium : cognitive conflict motivation for change Equilibrium : resolve conflict through assimilation and accommodation, to reach a new balance of thought
7. Piaget’s Theory of Cognitive Development Theory Unifies experiences and biological maturation to explain cognitive development Motivation is internal search for equilibrium Four stages of development…progressively advanced and qualitatively different
8. Piaget’s Theory of Cognitive Development Stage Age Development Sensorimotor 0-2 yrs Experiences and biology combine; concepts of object permanence, habits Preoperational 2-7 yrs Symbolic thinking reflective of use of words and images Concrete operational 7-11 yrs Logical reasoning about concrete events; concepts of conservation, classification, serial ordering Formal operational 11-15 yrs Abstract thinking, logical, hypothetical reasoning, idealistic
9. Piaget’s Theory of Cognitive Development Sensorimotor stage Age: birth to 2 years Infants construct understanding of world by coordinating sensory experiences with motor actions Contains six substages
10. Substages of Sensorimotor Stage 1 Simple reflexes Sensation and actions coordinated through reflexes (0-1 mo.) 2 First habits. Primary circular reactions Behavior without stimulus, repetitive actions (1-4 mos.) 3 Secondary circular reactions Object-oriented, repetition of actions due to consequences (4-8 mos.) 4 Coordination of secondary reactions Coordinates vision and touch, hand and eye; goal-directed (8-12 mos.) 5 Tertiary circular; novelty, curiosity Purpose in exploration, start of curiosity, interest in novelty (12-18 mos.) 6 Internalization of schemes Ability to use primitive symbols, shift to mental manipulation (18-24 mos.)
11. Piaget’s Theory of Cognitive Development Sensorimotor stage Age: birth to 2 years Infants construct understanding of world by coordinating sensory experiences with motor actions Contains six substages
12. Piaget’s Theory of Cognitive Development Sensorimotor stage Object permanence Understanding that objects still exist when not seen, heard, or touched One of infant’s most important accomplishments Acquired in stages Causality and violation of expectations testing
13. Infant’s Understanding of Causality Fig. 6.4 (b) (c) (a)
14. Evaluating Piaget’s Sensorimotor Stage New research: theory needs to be modified Some abilities develop earlier Intermodal perception; substantiality and permanence of object Transitions not as clear-cut; A B error No general theory on how development changes in cognition and nature-nurture issue
15. Piaget’s Theory of Cognitive Development Preoperational stage Second stage; ages 2-7 years Children begin to represent the world with words, images, and drawings Not ready to perform operations Internalized actions that allow children to do mentally what they only did physically before Reversible mental actions
16. Piaget’s Theory of Cognitive Development Preoperational stage Two substages Symbolic function (ages 2-4) Gains ability to mentally represent an object that is not present Egocentrism : inability to distinguish own view from another’s view Animism : lifelike qualities given to inanimate objects
17. The Three Mountains Task Fig. 6.5 View 1 Child seated here (a) (b) (d) (c) View 2 Child seated here (a) (b) (d) (c)
18. Piaget’s Theory of Cognitive Development Preoperational stage Two substages Intuitive Thought (ages 4-7) Use of primitive reasoning, seeks answers to all sorts of questions Why? questions exhaust adults Certainty of knowledge in absence of rational thinking
19. Symbolic Drawings of Young Children (a) A 3 ½- year-old’s symbolic drawing. Halfway into this drawing, the 3½-year-old artist said it was “a pelican kissing a seal.” (b) This 11-year-old’s drawing is neater and more realistic but also less inventive. Fig. 6.6
20. Piaget’s Theory of Cognitive Development Preoperational stage Centration : focusing attention on one characteristic to exclusion of all others Evidenced in lack of conservation Conservation : object or substance amount stays same regardless of changing appearance; lacking in preoperational stage
21. Piaget’s Conservation Task Fig. 6.7
22. Some Dimensions of Conservation: Number, Matter, and Length Fig. 6.8
23. Piaget’s Theory of Cognitive Development Concrete operational stage Ages: 7-11 years Children can perform concrete operations Logical reasoning replaces intuitive reasoning if applied to specific, concrete examples Consider several characteristics of object at once Cross-cultural variations exist
24. Piaget’s Theory of Cognitive Development Concrete operational stage Concrete operations: child understands one person can be father, brother, and grandson Seriation: involves stimuli along quantitative dimension (e.g. length) Transitivity: relationships between objects — if (a) equals (b) and (b) equals (c), then (a) equals (c)
25. Classification: An Important Ability in Concrete Operational Thought Fig. 6.9
26. Piaget’s Theory of Cognitive Development Formal operational stage Ages: 11-15 years Moves beyond concrete operations; thinks in more abstract and logical ways Abstract, Idealistic, and Logical Thinking Verbal problem-solving ability increases Increased ability to think about thought itself Thought is full of idealism and possibilities
27. Piaget’s Theory of Cognitive Development Formal operational stage Children: problems solved by trial-and-error Adolescents: think more like scientists Hypothetical-deductive reasoning Cognitive ability to develop hypotheses, and systematically find best way to solve problem Assimilation dominates initial development Adolescent Egocentrism
28. Piaget’s Theory of Cognitive Development Formal operational stage Imaginary audience Belief that others are as interested in them as they are Involves attention-getting behavior motivated by desire to be noticed, visible, and “on stage” Personal fable — adolescent’s sense of uniqueness and invincibility
29. Applying and Evaluating Piaget’s Theory Piaget and education Take a constructivist approach Facilitate rather than direct learning Consider child’s knowledge, level of thinking Use ongoing assessment Promote the student’s intellectual health Turn classroom into exploration, discovery setting
30. Applying and Evaluating Piaget’s Theory Piaget’s contributions Vision of children as active, constructive thinkers Criticisms of theory Some estimates of children’s competence is inaccurate Development not uniformly stage-like Effects of training underestimated Culture and education influence development
31. Vygotsky’s Theory of Cognitive Development Children actively construct their knowledge and understanding Learn through social interactions Society provides tools for learning Minds are shaped by cultural context Language very important in this process
32. Vygotsky’s Theory of Cognitive Development Zone of Proximal Development (ZPD) Range of tasks too difficult for child to master alone; can be mastered with guidance and assistance from more-skilled person Scaffolding Changing level of support over course of a teaching session to fit child’s current performance level; dialogue is important tool
33. Vygotsky’s Theory of Cognitive Development Language and thought Child uses language to plan, guide, and monitor behavior Language and thought initially develop independently, then merge Private speech : language of self-regulation Self talk (3 to 7 years of age) Inner speech : child’s thoughts
34. Vygotsky’s Theory of Cognitive Development Teaching strategies Effectively assess child’s ZPD Use child’s ZPD in teaching Use more-skilled peers as teachers Monitor and encourage private speech Place instruction in meaningful context Transform classroom with Vygotskian ideas
35. Vygotsky’s Theory of Cognitive Development Tools of the Mind Emphasizes self-regulation by child Give special attention to at-risk children Poverty Difficult conditions (e.g. homeless, drugs) Dramatic play has central role in classroom Child writings are important
36. Vygotsky’s Theory of Cognitive Development Evaluating Vygotsky’s theory Social constructionist approach Importance of skills valued by specific culture Knowledge constructed through social interactions Criticisms: Overemphasize role of language Facilitators may be too helpful, overcontrolling
37. Cognitive Changes in Adulthood Piaget’s view Thinking qualitatively in formal operations same as adolescents Adults have more knowledge Research shows: Many don’t reach highest level until adulthood Many adults don’t use formal operational thinking
38. Cognitive Changes in Adulthood Realistic and pragmatic thinking Young adults’ thinking changes from adolescence Realistic : Idealism decreases in face of real world constraints Pragmatic : Switch from acquiring knowledge to applying it
39. Cognitive Changes in Adulthood Reflective and relativistic thinking Move away from absolutist thinking of adolescence Reflective thinking: indicates change to adulthood Increasing complexity of cultures in world Indicates changing nature of knowledge Adulthood – “worldview” is subjective Greatest influence on thinking — education
40. Cognitive Changes in Adulthood Is there a fifth, postformal stage? Postformal thought is Reflective, relativistic, and contextual Provisional Realistic Open to emotions and subjective More research needed Another possible stage may be wisdom

http://www.slideshare.net/jhoegh/santrock-tls-ppt-ch061?from_search=1

Miyerkules, Hulyo 3, 2013

additional in-put on learning objectives

Learning Objectives

Page Contents:

What are Learning Objectives?

Learning Objectives are statements that describe what a learner will be able to do as a result of learning. They are sometimes called learning outcomes. Learning Objectives are also statements that describe what a learner will be able to do as a result of teaching. Some definitions stress that a learning objective is a sort of contract that teachers make with learners that describes what they will be able to do after learning that they could not do before, the 'added value' of teaching. However the connection between teaching and learning is not a simple one. Just because knowledge or skills are taught does not mean that particular knowledge or skills are learned. Many factors can interfere with the achievement of objectives: the existing knowledge of the learner, the relevance or usefulness of the material presented, the skills of the teacher.

What are the difference between Aims and Objectives?

Aims are general statements concerning the overall goals, ends or intentions of teaching. Objectives are the individual stages that learners must achieve on the way in order to reach these goals. For example a teacher might have an aim that a student should be able to take blood pressure using a sphygmomanometer. However to achieve this aim a series of objectives must be met. eg to explain procedure to patient, to position cuff correctly, to inflate to correct pressure etc, etc.

A lecturer might have as an overall aim that students should understand the relationship between protein structure and function. To achieve this aim the following objectives might have to be met: describe amino acid structure, list common categories of amino acid, explain how peptide bonds are formed, describe how covalent, ionic and hydrophobic interactions create secondary and tertiary structures, etc, etc.

Aims are general, objectives are specific.
There are more objectives than aims.
Aims are like strategy, objective are like tactics.

Aims and objectives can form hierarchical structures so that in complex curricula aims at one level might be seen as objectives at another.

What are the main categories of learning objectives?

Learning objectives are aimed at the three domains of learning: knowledge, skills and attitudes. These are also termed the cognitive, psychomotor and affective domains of learning.

How do you write aims and learning objectives?

As a teacher you will need to decide what you want your learners to be able to DO after they have learned something that you have taught. Many things can be potentially learned during a teaching episode but you will use your judgement to focus on the most important outcomes for your learners at that stage of their course. For instance if you want them to be able to take blood pressure using a sphygmomanometer after you have demonstrated the procedure that would constitute your aim. But to achieve that they will have to have attained a series of objectives on the way. Some of these objectives might include the basic knowledge behind cardiovascular physiology such as the sequence of the cardiac cycle, systole, diastole, cardiac output, stroke volume etc. etc. Further skill objectives might include communicating with patients, explaining procedures etc. Finally the skills of the procedure itself broken down into suitable steps. So the aims and objectives for one possible teaching sequence might look like the following:

Aims:

The student should be able to measure blood pressure on a colleague/patient using a sphygmomanometer and a stethoscope (to an accuracy of +/- 10mm Hg).

Objectives:

Can describe the cardiac cycle and explain the terms systole, diastole, cardiac output, stroke volume.
Can effectively communicate instructions to patient concerning the procedure.
Fits and inflates cuff to appropriate pressure.
Releases pressure carefully and uses stethoscope to listen to brachial artery and Korotkow sounds.
Deflates cuff.
Records systolic and diastolic pressure correctly.

In the case of more knowledge orientated aims and objectives imagine you are going to give a lecture with the aim of ensuring that students understand the relationship between protein structure and function and the various factors that influence enzyme reactions. Here you need to break the knowledge down into smaller components that logically build towards the final goal.

Aims:

To understand the relationship between protein structure and function and the factors that influence enzyme reactions.

Objectives:

State the different categories of amino acid.
Explain what a peptide bond is and how polypeptides are formed.
State the four levels of protein structure and explain how the sequence of amino acids leads to the final three dimensional configuration of the protein.
Explain how variations in pH, ion concentration and temperature influence the three dimensional configuration of a protein.
State that an enzyme is a protein designed to catalyse a specific chemical reaction.
State that an enzyme speeds up the rate of a chemical reaction by lowering the activation energy of the transition complex and that it does not influence the equilibrium or overall energy change of a reaction.
Explain how variations in pH, ion concentration and temperature influence catalytic activity.
Describe how enzyme activity can be regulated by other molecules.

Note that objectives do not include the word 'know' or 'understand'. They do include active verbs such as 'state', 'explain', 'outline', 'list' or 'describe'. Know and understand do not specify any overt 'doing' and although knowing and understanding underpin learning, objectives are always written using active doing verbs. They are statements of what you want your learners to do. At the end of the day being a doctor, nurse or dentist is about doing things not just knowing things.

Examples of learning objectives verbs

The following lists contains examples of verbs which describe the sorts of things you want your students to be able to do and may help you to write useful learning objectives.

Knowledge

analyse	arrange	calculate	circle	cite
classify	compare	contrast	compare	define
describe	diagram	differentiate	group	identify
interpret	itemize	label	list	match
name	outline	plan	record	revise
select	solve	state	tabulate	give examples
evaluate	recognise

Skills

adjust	assemble	chart	collect	use
draw	employ	establish	illustrate	imitate
interact	locate	maintain	measure	modify
operate	organise	rearrange	return	set up
practice	manipulate	master	fit	perform
demonstrate

Attitudes

accept	adopt	advocate	approve	assess
challenge	characterise	choose	criticise	defend
evaluate	formulate	judge	justify	manage
model	persuade	recommend	resolve	select
specify	value	re-assure	empathise

How can I modify learning objectives to make them more demanding?

Learning objectives can be made more difficult or demanding depending on the degree of understanding or levels of experience of learners. You can change the active verb to a more complex one or you can add specific conditions or limits.

For example simple objectives might be to list or state facts, formulae or definitions, essentially recalling information from memory and reproducing it. More complex objectives might ask learners to apply or use knowledge in a particular context that might not have been met before. This is more cognitively demanding and really tests whether learners have deeply understood concepts. Finally the highest levels of objectives ask learners to solve complex problems by, for example evaluating or analyzing evidence or synthesizing information. To critically evaluate the causes of something involves not only a deep understanding of detailed factual information but also an ability to make complex judgments about the validity of evidence.

Conditions that could be added to objectives might include modifications to the circumstances in which they are carried out. 'Given a diagram of the inner ear correctly labels X, Y and Z is easier than having to draw a diagram from scratch. Similarly 'describe quantitatively' is more demanding than just 'describe' and 'describe quantitatively using data from published studies' implies a familiarity with the primary literature that only the advanced student might have.

Certain objectives can be modified by the degree to which they need to be completed. Explain in detail is more complex than in outline. Measure to 95% accuracy is harder than simply measuring without any degree of accuracy given.

Why do we have to use learning objectives?

There are a number of ways of thinking about this question. The quickest answer is that all teachers in higher education have to use learning objectives. The Quality Assurance Agency (the quality control branch of the Higher Education Funding Council) specify that all taught sessions must have learning objectives. QAA observers, when conducting a subject review, use an observation protocol that includes monitoring the learning objectives of the teacher. QAA observers have the right to watch any teacher teach and can ask them what their learning objectives are.

A related view revolves around questions of quality and audit. If you don't know what you're trying to produce how can you be sure your teaching methods and techniques are working? If you have no objective standards how can you monitor your teaching effectiveness and how can you improve? Since all teachers must evaluate their teaching they must know what their output is.

From a curriculum perspective the learning objectives from each taught session should fit together coherently building towards the overall aims of each module and the whole curriculum. If learning objectives are not know for each session then it is impossible to see how the whole curriculum fits together. It becomes impossible for teachers in different phases of the curriculum to see what students have learned in other areas making managing and auditing the curriculum more difficult. In the case of the medical curriculum having many sessions without pre-defined learning objectives leads to a 'hidden' curriculum rather than the goal of an integrated curriculum.

What are the advantages of using learning objectives?

From an educational perspective learning objectives define learning outcomes and focus teaching. They help to clarify, organize and prioritize learning. They help students evaluate their own progress and encourage them to take responsibility for their learning.

I want my students to 'read around the subject'. Don't learning objectives narrow the range of student learning?

Medicine is such an enormous subject that some boundaries have to be placed on the learning required to become a pre-registration house officer. The General Medical Council in Tomorrow's Doctors specifically recommended a reduction in factual knowledge. Specific aims and learning objectives are therefore essential in defining core knowledge, skills and attitudes. Students are free to learn more if they so wish but learning objectives should define the 'bottom line'. Individual teachers may wish that students learn more about their own favourite areas but this has to be seen in the context of the overall curriculum and has to be argued with the appropriate module co-ordinator or curriculum committee. On the other hand if it is decided that 'reading around the subject' is a fundamental requirement of some components of the module then appropriate learning objectives can be defined for this outcome.

We have module objectives, why do we need objectives for individual teaching sessions?

From a curriculum perspective the learning objectives from each taught session should fit together coherently, building towards the overall aims of each module and the whole curriculum. If learning objectives are not know for each session then it is impossible to see how the whole curriculum fits together. It becomes impossible for teachers in different phases of the curriculum to see what students have learned in other areas making managing and auditing the curriculum more difficult. In the case of the medical curriculum having many sessions without pre-defined learning objectives leads to a 'hidden' curriculum rather than the goal of an integrated curriculum.

Learning Objectives

Page Contents:

What are Learning Objectives?

What are the difference between Aims and Objectives?

Aims are general, objectives are specific.
There are more objectives than aims.
Aims are like strategy, objective are like tactics.

Aims and objectives can form hierarchical structures so that in complex curricula aims at one level might be seen as objectives at another.

What are the main categories of learning objectives?

Learning objectives are aimed at the three domains of learning: knowledge, skills and attitudes. These are also termed the cognitive, psychomotor and affective domains of learning.

How do you write aims and learning objectives?

Aims:

The student should be able to measure blood pressure on a colleague/patient using a sphygmomanometer and a stethoscope (to an accuracy of +/- 10mm Hg).

Objectives:

Can describe the cardiac cycle and explain the terms systole, diastole, cardiac output, stroke volume.
Can effectively communicate instructions to patient concerning the procedure.
Fits and inflates cuff to appropriate pressure.
Releases pressure carefully and uses stethoscope to listen to brachial artery and Korotkow sounds.
Deflates cuff.
Records systolic and diastolic pressure correctly.

Aims:

To understand the relationship between protein structure and function and the factors that influence enzyme reactions.

Objectives:

State the different categories of amino acid.
Explain what a peptide bond is and how polypeptides are formed.
State the four levels of protein structure and explain how the sequence of amino acids leads to the final three dimensional configuration of the protein.
Explain how variations in pH, ion concentration and temperature influence the three dimensional configuration of a protein.
State that an enzyme is a protein designed to catalyse a specific chemical reaction.
State that an enzyme speeds up the rate of a chemical reaction by lowering the activation energy of the transition complex and that it does not influence the equilibrium or overall energy change of a reaction.
Explain how variations in pH, ion concentration and temperature influence catalytic activity.
Describe how enzyme activity can be regulated by other molecules.

Examples of learning objectives verbs

The following lists contains examples of verbs which describe the sorts of things you want your students to be able to do and may help you to write useful learning objectives.

Knowledge

analyse	arrange	calculate	circle	cite
classify	compare	contrast	compare	define
describe	diagram	differentiate	group	identify
interpret	itemize	label	list	match
name	outline	plan	record	revise
select	solve	state	tabulate	give examples
evaluate	recognise

Skills

adjust	assemble	chart	collect	use
draw	employ	establish	illustrate	imitate
interact	locate	maintain	measure	modify
operate	organise	rearrange	return	set up
practice	manipulate	master	fit	perform
demonstrate

Attitudes

accept	adopt	advocate	approve	assess
challenge	characterise	choose	criticise	defend
evaluate	formulate	judge	justify	manage
model	persuade	recommend	resolve	select
specify	value	re-assure	empathise

How can I modify learning objectives to make them more demanding?

Why do we have to use learning objectives?

What are the advantages of using learning objectives?

I want my students to 'read around the subject'. Don't learning objectives narrow the range of student learning?

We have module objectives, why do we need objectives for individual teaching sessions?

making learning objectives in the classroom teaching

A Model of Learning Objectives

based on

A Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational Objectives*

NEW: PDF handout of the Model of Learning Objectives (1.7MB)

If you have trouble accessing the interactive Flash-based model below, the content is available in a text-only table.

A statement of a learning objective contains a verb (an action) and an object (usually a noun).

The verb generally refers to [actions associated with] the intended cognitive process.
The object generally describes the knowledge students are expected to acquire or construct.
(Anderson and Krathwohl, 2001, pp. 4–5)

The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1).

Table 1. The cognitive processes dimension — categories, cognitive processes (and alternative names)

remember	understand	apply	analyze	evaluate	create
recognizing (identifying) recalling (retrieving)	interpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating) classifying (categorizing, subsuming) summarizing (abstracting, generalizing) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructing models)	executing (carrying out) implementing (using)	differentiating (discriminating, distinguishing, focusing, selecting) organizing (finding coherence, integrating, outlining, parsing, structuring) attributing (deconstructing)	checking (coordinating, detecting, monitoring, testing) critiquing (judging)	generating (hypothesizing) planning (designing) producing (construct)

(Table 1 adapted from Anderson and Krathwohl, 2001, pp. 67–68.)

The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Representation of the knowledge dimension as a number of discrete steps can be a bit misleading. For example, all procedural knowledge may not be more abstract than all conceptual knowledge. And metacognitive knowledge is a special case. In this model, "metacognitive knowledge is knowledge of [one's own] cognition and about oneself in relation to various subject matters . . . " (Anderson and Krathwohl, 2001, p. 44).

Table 2. The knowledge dimension — major types and subtypes

factual	conceptual	procedural	metacognitive
knowledge of terminology knowledge of specific details and elements	knowledge of classifications and categories knowledge of principles and generalizations knowledge of theories, models, and structures	knowledge of subject-specific skills and algorithms knowledge of subject-specific techniques and methods knowledge of criteria for determining when to use appropriate procedures	strategic knowledge knowledge about cognitive tasks, including appropriate contextual and conditional knowledge self-knowledge

(Table 2 adapted from Anderson and Krathwohl, 2001, p. 46.).

Huwebes, Hulyo 18, 2013

something to do

in-put on cognition

Miyerkules, Hulyo 3, 2013

additional in-put on learning objectives

Page Contents:

What are Learning Objectives?

What are the difference between Aims and Objectives?

What are the main categories of learning objectives?

How do you write aims and learning objectives?

Examples of learning objectives verbs

Knowledge

Skills

Attitudes

How can I modify learning objectives to make them more demanding?

Why do we have to use learning objectives?

What are the advantages of using learning objectives?

I want my students to 'read around the subject'. Don't learning objectives narrow the range of student learning?

We have module objectives, why do we need objectives for individual teaching sessions?

Page Contents:

What are Learning Objectives?

What are the difference between Aims and Objectives?

What are the main categories of learning objectives?

How do you write aims and learning objectives?

Examples of learning objectives verbs

Knowledge

Skills

Attitudes

How can I modify learning objectives to make them more demanding?

Why do we have to use learning objectives?

What are the advantages of using learning objectives?

I want my students to 'read around the subject'. Don't learning objectives narrow the range of student learning?

We have module objectives, why do we need objectives for individual teaching sessions?

making learning objectives in the classroom teaching

A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom's Taxonomy of Educational Objectives*

A statement of a learning objective contains a verb (an action) and an object (usually a noun).

A Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational Objectives*