Chapter 6 - Instructional Design
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Transcript of Chapter 6 - Instructional Design
WRITING PERFORMANCE
OBJECTIVEGROUP 1Almalikul IkhwandaHaryanaRizka FitrianiZelvia Liska Afriani
BACKGROUND
• Writing Performance objectives is the best-known component of instructional design
• The process of defining objectives was not included as an integral component of a total instructional design model
Problems
How to Derive objectives
What to do with the objectives after they were written
THE DEVELOPMENT OF
OBJECTIVES1.Specifying the skills, knowledge,
and attitudes they will teach2.Determining the strategy for
instruction3.Establishing criteria for
evaluating student performance when instruction ends
PURPOSE • To help the learners prevent
instructional gaps or duplication
• Indicate to parents or supervisors what students or employees are being taught
• May sound interesting and challenging , but seldom indicate what it is that learners will know or be able to do when instruction is completed.
Performance ObjectiveMager, 1975
Behavioral
Performance
Instructional
Terminal
Components of Objective
Skill
Condition
Criteria
Derivation of Behaviors
The designer should carefully consider the verbs Example (Gagne, Wager, Golas, and Keller, 2004):Identify, classify, demonstrate, or generate
THE SKILLS THE METHODS
THE EVALUATION
Writing Performance Objective
• Skills
BEHAVIOR
• Method• Resource
Materials
CONDITION• Evaluation:
• Task• Rubric
CRITERIA
Writing Performance Objective
Derivation of Behaviorformula: KKO + Materi
Teaching objectiveAt the end of study, students are able to: Demonstrate the detailed information of the topic with the
general structure of report paragraph into paragraph writing.
Derivation of ConditionMaterial• Given a topic of the picture about natural phenomenon.• Given parts of the generic structure of report paragraph.• Demonstrate the detailed information into paragraph writing along with generic structure of report paragraph.
Teaching strategiesPIE strategies
Resource materials Textbook: Be Smart in English 1A Grade XI of Senior high school Dictionaries Slides/computer, Pictures
Derivation of CriteriaTASK:
Writen Paragraph
Directions:
Make a composition of report text by choosing one of topics below at least 150 words in 60 minutes!(Buatlah sebuah karangan teks laporan dengan memilih salah satu topik dibawah ini sedikitnya 150 kata selama 60 menit! The topics for Report Text
Smog 2. Traffic Jam 3. Ceremony of Independence Day in Indonesia
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Name:…………………..Class:……………………
Task Description: (Teacher may explain specific assignment in this space.)
Criteriaweight
Exemplary4
Yes
Accomplished3
Yes, but
Developing2
No, but
Beginning1 No
Topic 10% Directly relevant Somewhat relevant Remotely related Totally unrelated
Organization 10%
Good organization; points are logically ordered; sharp sense of beginning and end
Organized; points are somewhat jumpy; sense of beginning and ending
Some organization; points jump around; beginning and ending are unclear
Poorly organized; no logical progression; beginning and ending are vague
Quality of Information 25%
Supporting details specific to subject
Some details are non-supporting to the subject
Details are somewhat sketchy. Do not support topic
Unable to find specific details
Grammar, Usage, Mechanics, Spelling
25%
No errors Only one or two errors
More than two errors Numerous errors distract from understanding
Interest Level 10%
Vocabulary is varied; supporting details vivid
Vocabulary is varied; supporting details useful
Vocabulary is unimaginative; details lack “color”
Basic vocabulary; needs descriptive words
Neatness 10%
Typed; clean; neatly bound in a report cover; illustrations provided
Legible writing, well-formed characters; clean and neatly bound in a report cover
Legible writing, some ill-formed letters, print too small or too large; papers stapled together
Illegible writing; loose pages
Timeliness 10% Report on time Report one class
period late Report two class
periods late Report more than
one week late
Rubric for Written ReportAssignment Score ______________ + Beyonder/Bonus ______________ = Final Score ________________
Process for Writing Objectives
• The steps in writing objectives are as follows:
1• Edit goal to reflect eventual performance context.
2• Write terminal objective to reflect context of learning environment.
3• Write objectives for each step in goal analysis for which there are no
sub steps shown.
4• Write an objective for each grouping of sub steps under a major step
of the goal analysis, or write objectives for each sub step.
5• Write objectives for all subordinate skills.
6• Write objectives for entry behaviors if some students are likely not to
posses them.
Evaluation of Objectives
• By constructing a test item that it will be used to measure the learners’ accomplishment of the task.
• By asking a colleague to construct a test item that is congruent with the behavior and conditions specified.
The Function of Objectives
For designers
An integral part of the design process
As the input documentation
For instructors and learners
Generally only the major objectives are included in the course syllabus, a publication, or a module
The wording of those objectives appearing in
the materials is modified.
Reference
• Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction (6th ed). Boston: Allyn and Bacon. Jonassen