Reading Reflection 2 / Borich, Chapters 3 and 4
Reading Reflections / EDU 6150 / Borich, Chapters 3 and 4 / 11 April 2012
In reading Borich, Chapter 3, Goals, Standards, and Objectives, the working definitions of goals, standards and objectives (as a hierarchy) were vague at first, but became clearer to me through using Tyler’s Goal Development Approach (p.81). Tyler believed that as society becomes more complex, educators must choose the general goals that should be taught by screening concerns, needs, and interests, then determining the standards to attain these goals through behavioral objectives.
The complexity of these behavioral objectives in the cognitive, affective, and psychomotor domains (p. 91) refer to the sophistication of the operation required by the student to learn the behavior (not the complexity of the teaching method or strategy). Cognitive behaviors relate to the thinking or abstract realm, affective behaviors to feeling (or emotional) domain, and psychomotor behaviors refer to the acting out or physical realm.
From Chapter 4, Unit and Lesson Planning, a concise summary of lesson planning steps or input (p. 114): instructional goals, learner needs, teacher knowledge of subject matter, appropriate teaching methods to match the previous three steps. The lesson plan should then follow these steps, in order (p. 138): gain their attention, state objective, recall and relate prior instruction, present the lesson, look for the desired behavior, give feedback to the student, and evaluate the outcome.
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