STD 1 JULY MONTH LEARNING OUTCOMES PDF
Learning Outcomes are statements that describe the knowledge or skills that students have acquired by the end of a particular assignment, class, course or program and help students understand why that knowledge and skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students integrate learning into a variety of contexts, and help guide assessment and evaluation.
Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on content coverage, learning outcomes clarify how students will be able to work out the content, in a classroom context and more broadly.
Example of learning outcomes::
By the end of this course, students will be able to:
- Identify and describe the political, religious, economic, and social uses of art in Italy during the Renaissance
- Identify the range of art and works of artists
- Analyze the role of art and artist in Italy at this time
- Analyze the art of the period according to objective methods
- Combine different materials and types of art with the trends and values of that period
- Evaluate and defend their response to a range of art historical issues
- For more examples of learning outcomes, please see Appendix
Learning Outcomes Vs. Learning Objectives?
The distinction between learning outcomes and learning objectives is not universally accepted, and many instructors may find that they have already understood the term ‘learning outcomes’ by the term ‘learning objectives’. Some scholars make no distinction between the two terms; Who generally suggest that learning outcomes are a subset or type of learning objective.
Learning Objectives For example, the instructor may outline the material covered or the discipline subject questions on the class subject. In contrast, learning outcomes should focus on what the student should know and be able to actually do by the end of the assent, activity, class, or course. The same goals can be achieved through learning outcomes, but by focusing on the application and integration of course materials from a student perspective, learning outcomes can address student learning expectations more clearly and directly.
Many instructors may find that the reflective process of developing learning outcomes is something they have already incorporated into the process of their curriculum plans. ‘Learning Outcomes’ This sentence thus provides a more specific term for discussing the formation of learning objectives and expectations that focus on the integration of application and course content.
Why develop learning output?
“Students already know that they want a degree. The challenge is to help students become more purposeful about the types of learning and accomplishments that the degree represents. "
College Learning for the New Global Century, AAC and U, p. 29
Learning outcomes are valuable to learners, instructors and administrators. Mark Bettersby (1999) of the Learning Outcomes Network explains that the results of a study are more than just a few sentences attached to current lesson plans or curricula; Instead, the development of learning outcomes and the shape of instruction can increase their use within the unit of teaching and assessment activities and students ’engagement and learning.
Brief Detail For Home work for students:::
- Home work declared by :: SSA gujarat
- Standard::: 1
- Subject covered ::: Gujarati, Maths,
- Home work for :: JULY
No comments:
Post a Comment