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    Learning Objectives and Instructional Strategies

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    api-300541301
    The document outlines five learning objectives for developing writing activities aligned with Bloom's Taxonomy. For each objective, it lists the primary instructional strategies that will be used, including reviewing prerequisite knowledge through visual displays and tutorials, modeling best practices using video and sample materials, facilitating questioning and feedback through online forums and assignments, and incorporating reflection through self-assessments. The overarching goal is to provide resources and collaborative learning opportunities to help educators design lessons that enhance content mastery, critical thinking, and writing skills.

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    Learning Objectives and Instructional Strategies

    Uploaded by

    api-300541301
    232 views2 pages
    The document outlines five learning objectives for developing writing activities aligned with Bloom's Taxonomy. For each objective, it lists the primary instructional strategies that will be used, including reviewing prerequisite knowledge through visual displays and tutorials, modeling best practices using video and sample materials, facilitating questioning and feedback through online forums and assignments, and incorporating reflection through self-assessments. The overarching goal is to provide resources and collaborative learning opportunities to help educators design lessons that enhance content mastery, critical thinking, and writing skills.

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    learning objectives and instructional strategies

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    The document outlines five learning objectives for developing writing activities aligned with Bloom's Taxonomy. For each objective, it lists the primary instructional strategies that will be used, including reviewing prerequisite knowledge through visual displays and tutorials, modeling best practices using video and sample materials, facilitating questioning and feedback through online forums and assignments, and incorporating reflection through self-assessments. The overarching goal is to provide resources and collaborative learning opportunities to help educators design lessons that enhance content mastery, critical thinking, and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    232 views2 pages

    Learning Objectives and Instructional Strategies

    Uploaded by

    api-300541301
    The document outlines five learning objectives for developing writing activities aligned with Bloom's Taxonomy. For each objective, it lists the primary instructional strategies that will be used, including reviewing prerequisite knowledge through visual displays and tutorials, modeling best practices using video and sample materials, facilitating questioning and feedback through online forums and assignments, and incorporating reflection through self-assessments. The overarching goal is to provide resources and collaborative learning opportunities to help educators design lessons that enhance content mastery, critical thinking, and writing skills.

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    The table that identifies our five learning objectives and the primary instructional

    strategies that will be used to achieve those objectives:


    Table 1
    Learning Objectives and Instructional Strategies

    Objective:
    Objective 1: Given sample writing prompts
    and other in-class writing activities that are
    aligned with Blooms Taxonomy, the learner
    will use those examples in order to develop
    comparable activities (showing alignment to
    Blooms Taxonomy and with emphasis on
    analysis, evaluation, and creation-level
    responses) that are implemented in at least
    three out of five class periods per week across
    the school year.

    Primary instructional strategies:

    Objective 2: Given sample evaluation rubrics


    that are aligned with Blooms Taxonomy, the
    learner will use those examples in order to
    develop evaluation rubrics aligned with
    Blooms Taxonomy and to appraise students
    work using this rubric, each time they issue
    writing assignments to their social studies
    students.

    Objective 3: Given graphic organizer samples


    provided within the online platform, the learner

    Review of prerequisite knowledge


    (via visual display of Blooms
    Taxonomy)
    Video tutorial(s)
    PowerPoint tutorial(s)
    Modeling (via samples of writing
    prompts and in-class activities)
    Questioning; learner to instructor (via
    online Q&A forum)
    Questioning and reinforcement;
    instructor to learner (via feedback on
    submitted writing prompts and inclass activities)
    Reflection (via formative selfassessments)
    Review of prerequisite knowledge
    (via visual display of Blooms
    Taxonomy)
    Video tutorial(s)
    PowerPoint tutorial(s)
    Modeling (via samples of evaluation
    rubrics)
    Questioning; learner to instructor (via
    online Q&A forum)
    Questioning and reinforcement;
    instructor to learner (via feedback on
    submitted evaluation rubrics)
    Reflection (via formative selfassessments)
    Review of prerequisite knowledge
    (via visual display of Blooms

    will use those examples to modify or construct


    new organizers and will issue those organizers
    to students at the pre-writing stage for each
    social studies essay assignment.

    Objective 4: Given instructional strategies


    presented within the online platform, the
    learner will apply at least one remediative
    support strategy and will evaluate effectiveness
    of this strategy in each instance where student
    submits a writing assignment that does not
    meet grade-level content and conventions
    standards.

    Objective 5: Given the online document


    submission and Q&A tools provided on the
    learning platform, learners will cooperatively
    participate in these learning communities by
    submitting sample in-class activities and
    writing prompts, teaching tools (e.g., graphic
    organizers) and evaluation rubrics to build a
    shared library of tools designed to enhance
    instruction in content, conventions and critical
    thinking in written assignments.

    Taxonomy)
    Video tutorial(s)
    PowerPoint tutorial(s)
    Modeling (via samples of graphic
    organizers)
    Questioning; learner to instructor (via
    online Q&A forum)
    Questioning and reinforcement;
    instructor to learner (via feedback on
    submitted graphic organizers)
    Reflection (via formative selfassessments)
    Review of prerequisite knowledge
    (via visual display of Blooms
    Taxonomy)
    Video tutorial(s)
    PowerPoint tutorial(s)
    Modeling (via samples of
    remediative support strategies aligned
    with case studies/scenarios)
    Questioning; learner to instructor (via
    online Q&A forum)
    Questioning and reinforcement;
    instructor to learner (via feedback on
    submitted products)
    Reflection (via formative selfassessments)
    Review of prerequisite knowledge
    (via visual display of Blooms
    Taxonomy)
    Questioning (via online Q&A forum)
    Peer modeling (via shared examples
    of instructional products)
    Questioning and reinforcement;
    instructor to learner (via feedback on
    submitted products)
    Reflection (via formative selfassessments)

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