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LWBAT to complete a self- assessment sheet.

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LWBAT write an analysis of learner needs.

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LWBAT write a learning objective.

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LWBAT conduct a needs assessment gathering information on gaps, if any, between actual and desirable performance. Where gaps are identified, the learner will be able to choose solutions that directly improve performance.

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LWBAT determine appropriate interventions after choosing a needs assessment (if problem is not identified) or goal analysis (if the problem is identified).

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Learners would be able to design a step-by-step course using the System Approach Model.

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LWBAT analyze needs, tasks, and learners' characteristics before conducting a course design.

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Learners will be able to identify the learning goal/s and general objectives of a course.

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LWBAT identify relevant characteristics and competencies of the individuals who will be participating in the course.

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Learners will be able to define course goals and objectives that directly relate to Fink's Taxonomy of Significant Learning.

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LWBAT conduct and write up a learner's analysis.

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LWBAT demonstrate a learning objective including performance, conditions, and criterion.

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Your objectives seem more like a refinement of the goal from the previous exercise.  (Very good refinements, though!) Try to imagine the things the learner would need to do in order to be able to meet that overarching goal of designing a course for adults.
-Dr. R

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Ahyoung, Kellie, Kristina, Hope, Danika, Sarah,

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Ahyoung, Kellie, Kristina, Hope, Danika, Sarah,

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Right on target! You selected specific, measurable statements that taken together will help learners achieve the goal of designing an effective course
-DR. R

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LWBAT develop a map for course objectives that represents a significant learning experience for students.

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Learners will be able to describe the difference between a learning goal and an learning objective.

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Learners will be able to conduct a task analysis.

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LWBAT create and deliver training programs that meet institutional, contextual, and adult learners needs.

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LWBAT design effective courses through monthly peer collaboration.

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LWBAT identify and apply the taxonomy of significant learning in order to create a course to engage adult learners in significant learning experiences.

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LWBAT will demonstrate use of visual aids, learning styles, and student feedback in the learning environment.

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LWBAT select appropriate content besed on need and learner analysis.

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LWBAT gather information about content, activity and methods for task analysis

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LWBAT identify how pertinent characteristics of an adult population affect course design.

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LWBAT conduct a needs assessment.