Students will learn about basic genetics and captive management in North American accredited zoos.
Step Two: State Objectives1. Learner will work through and complete a punnet's square given any basic gene combination.
2. Learner will understand and be able to compose a definition of recessive/dominant genes.
3. Learner will understand and describe what a Species Survival Plan (SSP) is and describe the main the role of the SSP Coordinator.
Step Three: Sequence InstructionSSP definition: The zoo Curator will discuss the definition of an SSP and ask students to be aware of the SSP sinage near the exhibits that distinguish SSP animals held at the zoo. Role of the SSP Coordinator: An SSP coordinator will attend the class and discuss what they do as an SSP coordinator. Students are welcomed to ask questions throughout this informal session. Punnet's Squares and Genes: Using the website http://tinyurl.com/cxunjt, we will learn about recessive/dominate genes and also how to set up and use a punnet's square.
Step Four: Determine Learning SuccessAfter all is discussed, each student will be asked to work with another student to enter their definition of an SSP, Recessive/Dominant genes and punnet's square into the wiki we have set up for the class. They will be asked to list three things that an SSP Coordinator does for a particular SSP species. There will also be a punnet's square added onto their separate page and they will need to complete 3 squares, given basic gene combinations. They will then describe the characteristics of each of the 4 offspring created in the squares.
A Reflection and Critique of the DesignStudents are participating in a way that includes traditional textbook information but also they are engaged in the subject by having an actual SSP coordinator attend their class. They are able to discuss their questions with the person who actually does the work and not just read about the subject from a book. The students are also using technology by the means of a wiki page. They are using technology that many use on a daily basis instead of the typical pencil and paper. They are accessing another website to learn about recessive/dominant genes ad punnet squares. The site is fun and engaging. Although they are not able to enter their information directly on the site, they will be given practice punnet squares printed from this site. The students will also be observing all of the animal exhibits and will record what animals have an SSP sign displayed on their sinage. We will then discuss which animals at the zoo are under an SSP and why. With this plan, the students are getting a wide range of learning tools and ways in which to learn them. They are using traditional classroom techniques, but also using real life experiences, many sources of learning, and many individuals to learn from. The learners will be working as a team and need to work through possible conflict. Students will not only learn though their textbook descriptions, their experiences and others experiences will play a large role, as well.
Excellent work on developing a Learning goal/objective/sequence/success!
ReplyDeleteThis is the usual way classroom teachers are taught to design classroom lessons. Sometimes there are more steps added, but the efficiency model is usually what is used to frame lesson planning.
This type of model also holds for any type of learning opportunity planning.
The only additional comment that I can make here is that in your objectives, it is good to have information in the objective that tells when the performance is good enough. I believe you did address this in your success section.
What is your experience with writing goals and objectives for your job? Does your example presented here come from your experience?
I haven't had much practice with writing goals and objectives except for one institution. However, all that was required of me was to make a list of tasks I wanted to accomplish. We were never required to actually describe what that task would look like when finished. That would have been really useful had I written that out, however, we probably just discussed it instead.
ReplyDeleteI changed the objectives a bit. Is this what you were meaning?
ReplyDeleteDescribing what the task will look like provides not only the instructor with criteria on which to judge success, but also, when these objectives are made public to the learner, the learner has an idea upfront as to what needs to be accomplished and has something to strive for. Your revision of your objectives is exactly what I thought your objectives needed to be complete. Developing objectives using these 3 parts as guidelines has been something I really didn't think I'd ever use, not being a classroom teacher. However, since I first read this chapter back in 2002, I have had to use it numerous times in writing course syllabi and designing workshop programs for adults. It has definitely been an essential piece I learned. I don't think you'll ever look at objectives the same way now, and it is really interesting to review objectives to see how they match up as well-written objectives. You will find that usually, they are not well-written and missing one of the key elements.
ReplyDelete