•An example of a learning goal

•An example of a learning outcome

•An example of a processing step

•An example of a prerequisite 

•An example of a learning objective statement 

•An example of a learning outcome
 Teachers and those who support them will be able to analyze existing curriculum and identify candidate lessons for replacement with video instruction, while demonstrating best practices of blended instruction in the classroom.  

•An example of a processing step
Declarative: Recall Video 
Conceptual
Problem Solving
Attitude

•An example of a prerequisite 

•An example of a learning objective statement  need a

•A learning outcome 
Psychomotor & Intellectual 
Increase accuracy of empathy response to increase the customer satisfaction reviews.

•A processing step
Emotion identification 
Active listening 

•A prerequisite
Score of at least 80% or higher on verbal communication

•A learning objective statement 

Learning Outcome:
Students will determine personal preference for different course types.

Processing step:
Step #6: Using course planning sheet for reference, select SUBJECT and COURSE NUMBER [in online catalog]

Prerequisite:
Students will identify their needs (scheduling details, online v. hybrid v. f2f)

Learning objective
Using a course planning sheet, students will successfully enroll in a section of Education 1115 that meets their learning preferences and fits their scheduling needs.

Learning Outcome - WIC participants will describe healthy nutritional and dietary choices. (Intellectual)

Processing step
WIC participants will classify food items as nutrient rich and nutrient deficient.

Prerequisite(s)
Identify the important components of nutrition labels - calories, macro nutrients, serving size, micro nutrients

Describe the function of each component listed above.

Learning Objective statement -
Given a nutritional label WIC participants should be able to identify the 4 important components when purchasing products at a grocery store for 10 food items with 90% accuracy.

Assessment Model - Criterion referenced Assessment

Type of Assessment -
Post Assessment

Format of the Assessment - multiple choice, performance assessment via simulation or role play

• An example of a learning goal:

Learn about basics expressions in a predominant second language and his utilization in a job search.

 

• An example of a learning outcome

Speak 20 regular expression (or most used) in a job search process in English and the other language (new community member language’s)

• An example of a processing step 

We can use Bloom’s taxonomy for that in order of complexity:

Remember the principal expression in the second language that is used in a job search and his translate in English.

Understand when the community members can use it and how it works in a different job context

Apply the English expresión and his translate for explaining to a new community members how to use it correctly.

Analyze…

Evaluate…

Créate…

• An example of a prerequisite 

A prerequisite can be: have a course of another language in school

• An example of a learning objective statement

Intellectual skills: speak ….

 

•An example of a learning goal
Tutors will be able to welcome and interact with ELLs (English Language Learners) from any country, cultural background, or language.

•An example of a learning outcome
Tutors relationship building and cross cultural fluency will increase ELL retention by 25%.

•An example of a processing step
Tutors utilize strategies specific with trauma informed care.

•An example of a prerequisite
Tutors will be able to identify the needs of students with trauma.

•An example of a learning objective statement
Through learned strategies specific for trauma informed care, tutors will utilize strategies specific to ELLs with traumatic backgrounds thereby building relationships and increasing retention by 25%.

Assessment
Criterion - volunteer tutors are often not motivated by competition and will lose interest when pitted against each other
Post-assessment - accumulated knowledge, processing time
Making choices - determine if tutors can make appropriate decisions in scenarios when options are provided
Simulation - facilitate tutors in scenarios without given choices to understand what their natural inclination is
Observation - observe tutors in real-life interactions with ELLs (potentially harmful to ELLs)
Interview - similar to simulation, see what decisions and feedback tutors give without prompted answers