Highly effective teachers create effective lessons that engage their students. In my construction class, I know the importance of effective lessons and preparing my students for the next chapter in their lives. Regardless of the course an educator teaches, there is a list of standards provided by the state and districts that teachers must follow. Effective teachers look at those standards and narrow them down to the power standards or what a student needs to know to be successful. In addition to the power standards, I need SMART goals, learning outcomes and learning objectives in place for my students. It is important that I use real-world applications to prepare my student for college and career readiness. I am going to design and develop
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Learning objectives can be defined as statements in specific and measurable terms that describe what learners will know or be able to do as a result of a learning activity (Ohio University, 2010). For example, my learning outcome for this particular lesson is that all students will be able to identify, analyze, and troubleshoot different electrical issues that arise. The purpose of objectives shows colleagues and students what we value, makes teaching more focused and organized, and provides models so students can write their objectives that help develop lifelong learning skills (Ohio University, 2010). Furthermore, objectives guide the learner and helps him/her focus and set priorities (Ohio University, 20100. One other standard that I did not list earlier that is essential for preparing students for the 21st century is that students demonstrate a sound understanding of technology concepts, systems, and operations (Standards for Students, n.d.). To prepare an engaging lesson and to meet my power standards, I will use Bloom’s …show more content…
From the first step to the last step of Bloom’s Taxonomy, the steps are knowledge, comprehension, application, analysis, synthesis, and evaluation. There are measurable verbs that correspond to each particular level of Bloom’s Taxonomy. For example, in my lesson using Bloom’s Taxonomy, at the knowledge level, students will define electrical terms that industry uses. I will use flashcards to accomplish this. At the comprehension level, my students will identify the different tools and explain how each tool works. I will do this by placing the different tools out on the shop tables and explain each tool and their use. The next level is the application level, and this is the level that students will practice using the tools and wiring different circuits. Students will also sketch different electrical diagrams using the software available to them. The software used to sketch the electrical diagrams is new technology and used by many professionals. The analysis is the next level, and students will analyze, and test the different circuits I created in the shop. Students will analyze and troubleshoot the circuits using digital volt meters. The fifth level is synthesis and at this level, students will start to prepare and design electrical circuits for a residential circuit and commercial circuit. The last step of Bloom’s Taxonomy is
Learning objectives can be defined as statements in specific and measurable terms that describe what learners will know or be able to do as a result of a learning activity (Ohio University, 2010). For example, my learning outcome for this particular lesson is that all students will be able to identify, analyze, and troubleshoot different electrical issues that arise. The purpose of objectives shows colleagues and students what we value, makes teaching more focused and organized, and provides models so students can write their objectives that help develop lifelong learning skills (Ohio University, 2010). Furthermore, objectives guide the learner and helps him/her focus and set priorities (Ohio University, 20100. One other standard that I did not list earlier that is essential for preparing students for the 21st century is that students demonstrate a sound understanding of technology concepts, systems, and operations (Standards for Students, n.d.). To prepare an engaging lesson and to meet my power standards, I will use Bloom’s …show more content…
From the first step to the last step of Bloom’s Taxonomy, the steps are knowledge, comprehension, application, analysis, synthesis, and evaluation. There are measurable verbs that correspond to each particular level of Bloom’s Taxonomy. For example, in my lesson using Bloom’s Taxonomy, at the knowledge level, students will define electrical terms that industry uses. I will use flashcards to accomplish this. At the comprehension level, my students will identify the different tools and explain how each tool works. I will do this by placing the different tools out on the shop tables and explain each tool and their use. The next level is the application level, and this is the level that students will practice using the tools and wiring different circuits. Students will also sketch different electrical diagrams using the software available to them. The software used to sketch the electrical diagrams is new technology and used by many professionals. The analysis is the next level, and students will analyze, and test the different circuits I created in the shop. Students will analyze and troubleshoot the circuits using digital volt meters. The fifth level is synthesis and at this level, students will start to prepare and design electrical circuits for a residential circuit and commercial circuit. The last step of Bloom’s Taxonomy is