I have completed a revision of my concept map. I think this is much better and clearer as I am also understanding the objectives better. I had to break things down as I studied the taxonomy process and the rubric to have a better understanding of what and how to put things together. It seems like a simple task, but if you have ever experienced the activity of writing how to make a
peanut butter and jelly sandwich, you understand that the process is not as easy as you think it might be. If I think of anything that I might want to teach someone, I would need to ask myself,What level of thinking am I am asking the participant to complete?, as well as: To what degree is the participate expected to participate, create, or develop? For example, I could expect more from an adult that an child, but I still need to know where I want to take the person and how I am going to get him or her there.
The objectives in learning are not so different than the objectives given on a treatment plan for counseling. I was thinking about how I can break things down so if I think of an activity, such as playing tennis ( I am only a beginner myself), what would I know I need to teach the student in order to achieve more proficiency at the game? Where does the learner need to start and how will the objectives be measured? How will I know the student is ready to move to the next step? I think people would agree that in doing anything, with practice, one gets better. As I review my objectives and therefore my expectations for my clients, I am able to step back and have a clearer picture of what I am doing and where I want to go. I may see well out the window, but if I open the window, I see even better and experience the view with more senses.
I have completed a revision of my concept map. I think this is much better and clearer as I am also understanding the objectives better. I had to break things down as I studied the taxonomy process and the rubric to have a better understanding of what and how to put things together. It seems like a simple task, but if you have ever experienced the activity of writing how to make a peanut butter and jelly sandwich, you understand that the process is not as easy as you think it might be. If I think of anything that I might want to teach someone, I would need to ask myself,What level of thinking am I am asking the participant to complete?, as well as: To what degree is the participate expected to participate, create, or develop? For example, I could expect more from an adult that an child, but I still need to know where I want to take the person and how I am going to get him or her there.
The objectives in learning are not so different than the objectives given on a treatment plan for counseling. I was thinking about how I can break things down so if I think of an activity, such as playing tennis ( I am only a beginner myself), what would I know I need to teach the student in order to achieve more proficiency at the game? Where does the learner need to start and how will the objectives be measured? How will I know the student is ready to move to the next step? I think people would agree that in doing anything, with practice, one gets better. As I review my objectives and therefore my expectations for my clients, I am able to step back and have a clearer picture of what I am doing and where I want to go. I may see well out the window, but if I open the window, I see even better and experience the view with more senses.
