Reflective Questions:
1- How do you plan your course/lesson objectives? Do you follow any
specific procedure?
After reading Gagne’s instructional proposal, I
realize when I design the instructions I have not cleared the appropriate
steps, as bear in mind the prerequisite or skill the students have had in order
to acquire the new knowledge. Also, I have not into account the inner process
students have in order to achieve the learning goals.
According to Gagne, when the teacher will plan an instructional
objective has to take into account the audience, the behavior the teacher will
expect at the end of the instruction, the conditions students need for
fulfilling the goal and the degree or measure criteria in order to evaluate the
process. Nevertheless, I realize when I planned the instructional objectives
these features are not enough clear.
When I start to plan the course objectives, I take a
look to the estándares as well as the school syllabus. After reading what is
expected the students do, I look some strategies in order to reach the
performance is expected. I test the activities and make some changes if it is
necessary.
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| retrieved from: http://www3.canisius.edu/~grandem/catholicconference/catholicconference_print.html |
2- What features do you bear in mind when defining performance objectives
for a course/lesson?
When I start to write the performance objectives, I always search the way
students write and speak about the communicative topic. I omit the Word “students”
because it is logical in my context. Reading about the basic features a performance
objective has, I am aware of the importance of describing the visible performance,
in order to let students know what is expected from them and make feedback
about their own learning process. I use words as “express” or “use”, but these
words are not accurate. Also, I never write the measurement criteria of the performance,
what causes sometimes students are in disagreement about the way they are
assessed.
