Learning
Outcomes
According to Naz (2009),
learning is the acquisition of knowledge acquired by students after being
exposed to specific changes and experiences in the classroom; student learning
is the purpose of instruction. These
changes are usually specified in instructional objectives designed by an
educator. An objective is defined as “a
clear and unambiguous description of an instructional intent” (p. 2). Therefore, an objective is a statement of
what a student should obtain from a lesson.
Naz states that a well-stated objective will include four components:
performance, product, condition and criterion.
The performance component specifies the student actions that will be
observed as a result of instruction; the product is what the students will
produce by their action; the condition includes the materials that will be
available to students and the criterion refers to the level of acceptable
student performance.
Kubiszyn and
Borich (2010) state that “an instructional objective describes any special
conditions in which the learning will take place” (p. 112). Observable learning outcomes should specify
the place, time, materials and resources, among other conditions, and it must
be stated clearly in the objective. An
instructional objective will also indicate how well the task is being performed
by the student. Thus, an effective
instructional objective will include observable learning outcomes, conditions
and a criterion level. Kubiszyn and
Borich suggest that in instructional objectives, the learning outcomes and
conditions specified in the assessment, must match the learning outcome and
conditions described in the objective.
The ultimate goal, according to Kubiszyn and Borich, is to measure
achievement by asking students to demonstrate mastery of skills under
conditions strictly specified in the instructional objective.
Lesson Plan: Unit on
Coins
Unit Title: Coins
Subject: Math
Grade Level: First Grade
Materials: Paper with pictures of coins
clearly drawn (quarter, dime, nickel and penny), pencil.
Introduction: This lesson plan will
focus on the unit of coins. Students
will be exposed to four coins: quarter, dime, nickel and penny. Students will be taught how to identify each
coin; they will be taught how to spell the name of each coin and they will also
be taught the number value for each coin.
The students will be taught the use of the cent sign (¢) and they will
also be taught how to match each coin to its number value. The instructor will give each student a
printed paper with the instructions, which will ask the students to draw a line
to match the coins with their names.
There will be four coins with their names written underneath each coin. The coins will be pictured again on the
paper, but this time, there will be four blank lines underneath each coin; the
student will write in the number value underneath each coin. An example will be provided for each one of
these activities to ensure that the student understands what the learning
outcomes will be.
Learning Outcomes:
- The student will be able to identify four coins: quarter, dime, nickel and penny by sight with 100% accuracy.
- The student will be able to match four coins with their letter names with 100% accuracy.
- The student will be able to match the four coins to their number value by using a cent sign (¢) with 100% accuracy.
References
Kubiszyn,
T. & Borich, G. (2010). Educational testing & measurement: Classroom
application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken , NJ
Naz,
B.A. (2009). Presentation
on instructional objectives. Retrieved from ERIC library
database. http://www.eric.ed.gov/PDFS/ED505999.pdf
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