Steve, There are several ways to communicate objectives to the students, I like to use a combination of all of them. I start by having daily objectives written on the board, I then go over them with them, informing them of how we will get there, I usualy write and show with training aides what I expect of them and to what level of quality I expect them to acheive along with what is in it for them. I also like to use handouts where appropriate. I beleave a combination of these make for great communication.along the way i have check points to sign off on so I can ensure that they have learned and attained the objectives of what they have been taught.
Steve, I cover the class objectives during SOP's on day 1. I write the objectives on the board for class and lab on a daily basis. I restate the class or lab objectives before each activity.
Thanks Mike Wilkins
There are a number of methods that can be used to communicate objectives but I have found that listing daily or weekly objectives on the board with verbal explanations has worked the best for the students. Outlining the objective on the board gives the student a constant reminder of what is expected and eliminates any uncertainty of what they are to attain. I believe the best way we can determine if the student has achieved the level of competency is through lab practical's or task that the student is held accountable for.
Go over my goals for the class the first day. Go over the things needed to do in Lab and put them on the white board.
The different methods I use to let my class Know there objectives is the white board,then I go over each Lab task. with the lab sheets I go overeach one Identifying what is required and what they are going to get out of the lab sheets to further there education.
There are atwo basic ways of communication objectives to the class. One way there are two options. That is written. Write the objectives on the board and have them write it down on a piece of paper, if we are going to lab. This way they know which tasks are expected to be done in that days lab. While they are writting this down I also read these expectations to the class as a whole.
If we are to be in class for the whole day, I will write on the left side of the board, which
topic, we will be discussing and on the right side I will write which parts of that subject we will be discussing.
My students know when they have been completed properly, when they are able to perform a specific lab task and answer written questions, with very little or no help from me.
Hi Steve you can write them on the board or have a power point made up.the student can also have a guide of objectives to check off as they go between test an hands on and feedback from me the student will be abal to see if they have completed the tasks
I do plan to implement the idea of daily objectives. Also, the idea of having the students participate in the process seems to be very useful .
I put the objectives on the board at the beginning of the class day and as we go through the power pt notes I explain the labs they are to perform in lab this confirms the written objectives verbally and makes for a better hands on exp. doing the lab tasks.
There are a number of ways that I can communicate objectives for my class. I will use a syllabus that will give the overview of the course. Dailey objectives I will put on the board after we have completed that objective I will have a student come up and cross it out. At the end of class will be a Q & A.
I use a written syllabus that outlines what will be learned in class (which is basically an outline of the various chapters), the test scoring, what the labs will consist of and how many points they are worth. I then go over this first day in class. At the end, I ask if there are any questions.
I to list objectives on the board .I give verbal explanations of the task.I then show them how it is done .Next have them preform the task and discuss the results .Sometimes it takes the hands on process for them to fully grasp the information or task.
I find that an out line of Objectives handed out on the 1st day and then reviewed each week helps. The next thing that helps is to Post in the class room a weekley up date on Objectives. My preferance is to talk to each studant to plan how he/she can meet the Objectives that are needed to pass the class.
I like to discuss the course objectives when i meet with the class for the first time during S.O.P.'s.
I also write the daily objectives on the board and start my lecture by reviewing that day's objectives. I monitor their progress by question/answer sessions, quizzes, written tests, and lab activities.
I like to put the objectives on the board every day as well as tests so they know what we are going to do that day . I also give them verbal and written instruction on some lab tasks, as to what the objective is and when it is completed.
Igo over power point & show & tell then go to lab & explain in detale why this componet is nessary . I will have students explain to me there take on the subject until I am satsified they under stand
I teach a basic electrical course. I have a couple workstations where I wan't the student to read a diagram about the operation of the system. Then they test one of the switches in the system and it does not function as per the diagram.
At that point, I challenge them to explain what the complaint would be if that faulty component was installed in a vehicle. After some thought, the student realizes the switch would not have an effect on the operation.
My main objective is to teach them to interpret a diagram correctly. After that, the other objective is for the student to that diagrams are merely a representation of system operation and even though a component may not appear to work correctly based on the diagram, it will function properly in the circuit because the student looks at total circuit operation.
It reinforces the laws of series and parallel circuits.
Hi and thank you, this certanly sounds interesting, could you elaborate? I am trying to imagine in my very structured situation how I might implament this into my presentation.
Mugsy
Along with the written objectives, before we begin our lab tasks, I discuss the activity(s) and include a generalization of what to expect. I also know that while they are performing certain tasks, there will come a point where they will recognize something during the process that will stop them in their tracks. Although I don't tell them what it is ahead of time, I let them know I will be watching for reactions. When I see they have reached that point, I question them on what they just found out.
Based on their answers, I can tell if they understood what they saw. If they are unsure of what they just identified, at that time I can explain the concept.
If this is done right, the students look forward to finding out the "Mysterey" and the objective is then clearly met.
I like to list the day's objective on the board prior to starting the class. I will go over what we are to cover and answer any question the class may have. I will also have handouts ready prior to starting the class.
