5 Day 2. Course Lesson Plan and Learning Objectives
Day 2 Goals
Explain the structure of a Course Lesson Plan (Course Map).
Organize course content into modules.
Develop Clear and Measurable Learning Objectives.
Explain the “alignment” concept to ensure the alignment between learning objectives, teaching methods, and assessments.
Course Mapping and Lesson Planning
Example course map (links to appendix (a))
Activity #1: Review and Divide Content
Learning Objectives at the Module Level
Activity #2: Use Generative AI in Course Design
Use ChatGPT to help with module learning objectives.
Instructional Design Principle #1: Alignment
Does your course map demonstrate alignment?
Homework (links to Canvas course)
Complete the module objectives on your course map
Review module course objectives
Review your Canvas course shell and complete all assignments for day 2
Why Bloom’s Taxonomy
Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange. Instructors can benefit from using frameworks to organize objectives because:
Organizing objectives helps to clarify objectives for themselves and for students.
Having an organized set of objectives helps teachers to:
“plan and deliver appropriate instruction”;
“design valid assessment tasks and strategies”; and
“ensure that instruction and assessment are aligned with the objectives.”
Source Vanderbilt University Center for Teaching- Patricia Armstrong- Bloom’s Taxonomy
See also, Anderson, Lorin W., et al. A Taxonomy for Learning, Teaching, and Assessing : A Revision of Bloom’s Taxonomy of Educational Objectives / Editors, Lorin W. Anderson, David Krathwohl ; Contributors, Peter W. Airasian [et Al.]. Complete ed., Longman, 2001.
CUNY. (n.d.). *Bloom’s Taxonomy of measurable verbs*. BCC Library Research Guides. Retrieved May 29, 2024, from https://bcc-cuny.libguides.com/c.php?g=824903&p=5897590
Writing Module Level Objectives
A learning objective should be:
Student centered: It should describe what students will know or be able to do, not what you will teach or cover.
Active: It should describe what students will be able to do as a result of what they’re learning.
Observable: It should describe visible behavior, not inward states such as “understanding” or “appreciation.”
Specific: It should describe activities or knowledge that students can gain from your course and not be overly broad or narrow in scope.
Rise Point. (n.d.). *Learning objectives basics*. Center for Teaching and Learning. Retrieved May 29, 2024, from https://ctl.risepoint.com/learning-objectives-basics/
