by putting them on the board,hand them out and make sure you cover them verbaly both waays with the students.
i will let them know by tests and lab completions that they obtained the objectives correctly and as they go thourgh the course
I find that when you use the board with written objectives and handouts with the objectives clearly stated and the to reinforce these by orally going over them that there usually is no questions on the course objectives or yours as and educator.
By outlining the end result has worked for me over the years. that usualy gets them to strive for the objective, all at the same time having a logical plan.
I know when its been completed by the understanding they show about the subject.
Hi Christopher,
Great idea for bringing the students into the evaluation process since as you say they are writing the final exam each day. This also shows them application and examples which leads to higher content retention.
Gary
I too follow a similiar practice. I outline what we'll cover for the day, then cover it, and then ask each student to indicate one thing they've learned that day and write it on the board. We go around three times so we end up list about 60 things. Students can ask for help from classmates if they can't come up with something. This process actually results in the prep for the final exam which basically states that during this class we've learned about lots of things as they relate to effective interpersonal communication and presentations. List and discuss those 20 topics that you will incoporate into presentations that you make in the future. They discuss things like audience, outline, connecting what's know with new material, eye contact, nonverbal cues, etc. The students in essence are writing their final exam each day in class.
Hi Ronnie,
Good plan. Using your method the students have a beginning mark (the objective) and an ending mark (the objective again). So they can really see their progress. They also can see the relevance of what they are studying with this form of course measurement.
Gary
Having the student write out the objective for the day and replying to the objective at the end of the day can instil self confidence and give a larger perspective of what they accomplish at the end of the week.
I like to list what extra projects we are going to do for that day so that the students can see where we are going that day so that they can pepare . At the end of the day we can say it is competed or still needs work.
I like to write down our daily objectives on the board and then discuss them with the class. Then I'll cover the notes useing the power point ,text book and anything else I need. The next step is demonstations and hands on exercises. When they grasp the concept (most important!) and their able to complete the task. They know "they have been completed properly.
steve the most common ways are written & verbal.
then follow by having the students perform the tasks outlined under min supervisioin
written and verbal instruction are good but it may only reach 90% of the students.Some students are the type of learners that have to see and watch a proceedure so demonstration of an obgective would be a good addition to the plan once this takes place involve the student in a procedure.
Steve,
Like most of the others I like to have the day's objectives and labs listed on the board before the class arrives. I also indicate whish labs are due that day and which can be continued to a future date. I discuss what we will be doing that day with them before we start thw work.
Chuck
I communicate verbly and by show and tell. I test them to see if they retened it. Flockie
The two most obvious ways to communicate objectives to a class is either verbally or written. I suppose you could also combine the two in a way that is both engaging and educational at the same time. Grades on tests or lab sheets is one way for students to know that they have accomplished their objectives, but I have noticed that the best way is to observe how they perform a physical task then offer advice when they make a mistake, or guidance on a different way or method to perform the task, and allow the student discover for themselves if they have succeeded or not.
I will go over the objectives for the day the day before. Then have the objectives written on the white board everyday. Then right before lab I go over the objectives to do in lab and require them to read the shop manuals on how to accomplish there goals. The students can't continue with the projects until they have approval.
Objectives can be relayed to the class is verbally or written.
I will put them on my PP and go over them.
I wll allso put them in print and give them out.
All student know what is in front of them and about how much time we have.
And I allways get the Q when is the test, how many Q does it have.....
I give objectives both verble & writin. I explain the importance of the material or skill of performing a task will be to thier advancement in thier trade. I deminstrate physical skills and how they should be performed. With this they should know if they have completed the task correctly
You can communicate objectives by show and tell, also hand them a breakdown sheet and have them do it themselves after you explain the objective to them. They know when it's complete when they can do it on their own.
As stated verbal and written, outline at eh start of class. The ojectives are my goals for the students to achieve when completed with class and lab. Which in this case is hands on. Our tasks require 100% for the task that is needed to be accomplished.
In powergen we use online lessons and they receive a % grade when they have completed them we also set bugs in the equipment for them to repair and they have to test them to ensure they are working when they are done
