Affective objectives mathematics programs for students

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Student Learning Objectives

If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy. See our Privacy Policy and User Agreement for details. Published on Jul 4, Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads".

Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world yes, algebra is present in the market place. SlideShare Explore Search You. Submit Search. Home Explore. Successfully reported this slideshow.

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affective objectives mathematics programs for students

Published in: Education.For any questions, please contact: Prof. Skip to Content. Canvas MyPalomar. Governing Board Agenda. About Palomar. Mathematics Department. Math Department Information Located in P-2 ext. Course Student Learning Outcome SLO Math 1 Apply mathematical principles and techniques to solve problems in areas such as ancient systems of numeration, set theory and number theory.

Use critical thinking to arrive and conclusions from Venn diagrams, syllogistic forms and truth tables. Demonstrate knowledge of affective domain and study skills. Math 6 Graph linear, quadratic, exponential, and logarithmic functions. Solve algebraic equations. Math 11 Analyze and solve a precalculus level problem using analytic methods. Sketch the graph of a precalculus level problem using skills beyond plotting a table of points.

affective objectives mathematics programs for students

Math 14 Interpret slope as rate of change. Use exponential growth and decay models to make predictions. Computational Skills: successful students will be proficient in arithmetic with integers, rational numbers, decimals and percents Math 20 Construct and interpret graphs such as bar charts, histograms and box plots.

Compute appropriate descriptive statistics.

affective objectives mathematics programs for students

Choose and apply inferential analyses in order to draw conclusions about a population. Math 50 Solve linear equations: Students will be able to solve linear equations.

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Math 54 Finding Averages: students will be able to find the mean, median and mode of a data set Linear Models: students will be able to write a linear model of a real world situation. Math 55 Congruent Triangles: students will be able to prove when triangles are congruent. Math 56 Graphing: graph linear, quadratic, exponential, and logarithmic function, and utilize these graphs in problem. Solutions: determine and implement an appropriate method of solution for a variety of problems involving contemporary applications of linear, quadratic, exponential, logarithmic, and rational functions.

Such applications include, but are not limited to, bacterial growth, exponential decay, earthquakes, compound and simple interest, and variation Math 60 Applications of Functions: determine and implement an appropriate method of solution for a variety of problems involving contemporary applications of linear, quadratic, exponential, logarithmic, and rational functions.

Math 63 Graphing Functions: students will be able to graph linear, quadratic, exponential, and logarithmic functions. Math Critical thinking: use critical thinking to arrive at conclusions from Venn Diagrams, syllogistic forms, and truth tables. Cultural understanding: relate a knowledge of the people, and uses of mathematics throughout history of mathematics. Principles and Technique: apply mathematical principles and techniques to solve problems in areas such as ancient systems of numeration, set theory, and number theory.

Math Interpret slope as a rate of change. Math Place Value: students will demonstrate an understanding of place value by counting in bases other than base ten Math Area and Perimeter: students will be able to demonstrate an understanding of the difference between area and perimeter. Math College Algebra: students will be able to analyze and solve a precalculus level problem using analytic methods and be able to sketch the graph of a precalculus level function.

Math Applications of Right Triangle Trigonometry: use trigonometric functions to solve application problems involving unknown sides of right triangles Trigonometric Equations: be able to solve equations involving trigonometric functions Trigonometric function values: analytically evaluate the six trigonometric functions of angles of measures that are multiples of 30 degrees and 45 degrees.There are three main domains of learning and all teachers should know about them and use them to construct lessons.

Taxonomy is simply a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels. The domains of learning were first developed and described between The cognitive domain had a major revision in The ones discussed here are usually attributed to their primary author, even though the actual development may have had more authors in its formal, complete citation see full citations below.

Some web references attribute all of the domains to Benjamin Bloom which is simply not true. While Bloom was involved in describing both the cognitive and the affective domains, he appeared as first author on the cognitive domain. When publishing the description of the affective domain in Krathwohl was named as first author, but Bloom also worked on developing this work. If you are searching the internet for more information on domains of learning, please be sure the sources you find are offering readers information that includes the most recent revisions.

Here I have included both the original cognitive domain, and I have also attached it to the newer, revised version so that users can see the differences. I hope readers will explore the differences and additions through the links provided on this page.

Student Learning Outcomes

This diversity helps create more well-rounded learning experiences and meets a number of learning styles and learning modalities. Mixing domains of learning and using more diversity in delivering lessons also helps students create more neural networks and pathways thus aiding their retention and recall.

Based on the work, The Handbook I-Cognitive Domainbehavioral objectives that dealt with cognition could be divided into subsets. These subsets were arranged into a taxonomy and listed according to the cognitive difficulty — simpler to more complex forms. Remember while it is good to understand the history of the older version of this domain, the newer version has a number of strong advantages that make it a better choice for planning instruction today.

One of the major changes that occurred between the old and the newer updated version is that the two highest forms of cognition have been reversed. In the newer version the steps change to verbs and are arranged as knowing, understanding, applying, analyzing, evaluatingand the last and highest functioncreating. Additional Resources: There are many different types of graphics cleverly depicting the new versions that can be printed and readily used as everyday references during instructional planning.

Like cognitive objectives, affective objectives can also be divided into a hierarchy according to Krathwohl.

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Again, the taxonomy is arranged from simpler feelings to those that are more complex. This domain was first described in and as noted before is attributed to David Krathwohl as the primary author. An acceptance, preference, or commitment to a value. As values or beliefs become internalized, the leaner organizes them according to priority.

At this level the learner is capable of practicing and acting on their values or beliefs. Krathwohl, D. Taxonomy of educational objectives, Book II. Affective domain.

New York, NY. David McKay Company, Inc. Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a very clear instructional intention for growth in this area specified in the learning objective s. Folks in the sciences and in math often avoid including affective objectives stating that their areas are not emotional.

However, any group work or cooperative exercise where deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies as having the potential for affective growth. Also, in areas of potential debate, where data allows students to draw conclusions about controversial topics or express opinions and feelings on those topics, this too can be tweaked so there is intentional affective growth.

Since emotion draws both attention and channels strong residual memoryit behooves all dedicated and artful educators to include affective objectives, no matter what their discipline or area of study. Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements.

This area also refers to natural, autonomic responses or reflexes.Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice. Begin with the mission and goals of the program and course. Before designing student-learning objectives, let the mission and goals of the program help direct your course goals.

Understand the purpose of student learning objectives. Learning objectives communicate instructional expectations to students and direct the design of your teaching. Follow the ABC Model. The key to developing objectives is to focus on the ABCD audience, behavior, condition, and degree model:. Focus in the cognitive domain. Objectives can be cognitive, affective or psychomotor, though most apply to the cognitive domain.

Nevertheless, affective goals are occasionally applicable.

affective objectives mathematics programs for students

There may also be appropriate objectives in the psychomotor domain. These skill-based objectives might be more commonly found in classes like labs, where the ability to physically manipulate a tool or instrument is necessary.

Ensure that objectives are measurable. Objectives should be short, focused, and to the point. In the example above, we only include the most important descriptive details and we minimize jargon.

Seek out support if you need it. UConn A-Z. They should refer to action verbs that describe behaviors.Writing curriculum can be confusing. So what are the basic differences between these components referred to as aims, goals and objectives? In everyday English we tend to use these terms interchangeably. Within the educational lexicon of curriculum development, for the past 3 decades scores of curriculum scholars, planners and administrators have been trying to standardize terms so that they refer to very specific curricular components.

The following definitions are broadly accepted by groups trying to standardize terms for writing curriculum. They are also attempting to standardize these terms so that they are not confusing to readers and users. It might be helpful to remember the acronym AGO in order to get the sequence straight. If you are curious how the AGO process might look in lesson planning, over the years my students were kind enough to let me post samples of their plans as prototypes.

While these are older submissions, they still illustrate the AGO principles quite well and the plans use a number of different instructional models — Hunter, Multiple Intelligence, Learning Styles, Problem Solving, Jigsaw etc. See this index for links to the plan samples. Please note that while mastering this form of lesson planning is essential to professional educators, these are not the only types of objectives that can occur in developing curriculum.

Very proficient and artistic teachers can use problem solving objectives, as well as expressive activities that lead to expressive outcomes.

These are explained in the instructional design section more fully. To reiterate through my unusual examples. Using the aforementioned district aim and goal concerning the understanding and development of spoken English proficiency, here are three examples of behavioral objectives in all three domains: and yes, the examples are meant to be a bit bizarre.

The progression would look like this:. Please note that in two of the objectives, specific evaluation criteria have been built in. This is one of the strengths of behavioral objectives.

The advantage to creating more holistic objectives ones that fall into more than one domain is that this process creates additional neural pathways which help in recall. This allows learners to more easily remember material and processes. In the past there has been an over dependence on writing just cognitive objectives.

It will be easier to develop holistic objectives in some areas of study over others. For instance, some educators find it hard to form affective objectives in the area of math.Affective objectives are designed to change an individual's attitude, choices, and relationships. Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment indicating affect from lowest to highest.

Krathwohl, D. Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc. Image created by the author, covered under this site's CC License. Affective Domain. Here are key verbs for each level you can use when writing affective objectives: Key Action Verbs for the Affective Domain Receivng Responding Valuing Organization Characterization accept attend develop recognize complete comply cooperate discuss examine obey respond accept defend devote pursue seek codify discriminate display order organize systematize weigh internalize verify.

Individual answers questions about the civil rights book, reads another book by the same author, another book about civil rights, etc. Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.The purpose of the study is to develop content and identify appropriate methods, forms and means of studying formal languages that take into account the specific character of professional development of the future specialist.

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The methodological basis of the study is the system approach and the methodology for selecting the content of education, which allows to generalize and systematize the process of constructing the content of teaching formal languages, and to improve the content of training to specific formal languages.

The article suggests a system for studying mathematical foundations of formal languages as a system-forming element in the training of specialists in the field of computer science, programming, and IT-technologies. It gives reasons for the inclusion of elements of the theory of formal languages in the learning process, defines the structure and content of learning tasks and objectives, develops the system of end-to-end concepts and the logical structure of the course program, suggests the order of presenting the training material, the system of training assignments for a laboratory course on a computer.

The developed system allows graduates to get the opportunity to develop a high-level understanding of systems in general, which contributes to a common understanding of the structure of computer systems, and the processes of their creation and analysis.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Bushmeleva, N. Bushmeleva, Natalya A. Full Text PDF. Natalya A. Baklashova 2. More Detail. Abstract The purpose of the study is to develop content and identify appropriate methods, forms and means of studying formal languages that take into account the specific character of professional development of the future specialist.

Keywords computer science and programming fundamentalization mathematical foundations content of education formal languages. License This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Aleksandrov, A. The use of evolutionary programming based on training examples for the generation of finite state machines for controlling objects with complex behavior. Journal of Computer and Systems Sciences International, 52, Armoni, M. Beloshapka, V. Computer science as a science of letters. Informatics and Education, 1, Beshenkov, S. Information Education in Russia. Uskov, R. Jain, eds.


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