learning behavior specialist 1 (test practice) UPDATED ACTUAL Questions and
CORRECT Answers
Clearly stated objectives have four characteristics 1. the instructional objective must state the audience for the educational activity.
2. the observable behavior(s) expected of the audience must be identified.
3. the conditions under which the behavior is to be accomplished must be
included.
4. the degree to which the behavior is to be completed must be specified.
behavioral objective: audience Who is the audience for your educational activity? While it may appear the
audience is obvious for most instructional activities, a common error may distort
or prevent the evaluation of your program. First, one must consider the difference
between the target and accessible population/audience. Your target may be all
youth between 14 and 16 years of age in Typical County; however, your accessible
population may be all 14-16 year old 4-H members who attended the County 4-H
Camp. If you write your objective in broad terms and follow proper evaluation
procedures, you will be held accountable for the behaviors of youth you never
served. Your behavioral objective should identify the specific audience you plan
to target.
A second mistake made by many inexperienced educators is to include
teacher/trainer activities as a part of the behavioral objective. Consider the
following example: "The trainer will demonstrate the proper steps of delivering a
prepared speech." In this example, the activities are focused on what the trainer
plans to do and not what the target audience will be able to master. Although it
has the appearance of being one, the statement is not a behavioral objective
because the audience and its performance are not identified. This statement
could be made into a behavioral objective by rewording the statement to the
following: "Upon completion of the lesson, 100% of the participants will be able to
list the steps in delivering a prepared speech." The audience is the workshop
participants.
behavioral objective: behavior Each objective must identify the behavior or the performance the learner is
expected to do. A behavioral objective should never include the instructional
process or procedure as the behavior. It should always describe the intended
results rather than the means of achieving those results.
The performance must be overt or directly observable. Performances that cannot
be directly observed or performances that are mental, invisible, cognitive, or
internal are considered covert and should never be used as a behavior unless
they are included with another indicator (directly observable) behavior. See
Figure 1 for specific examples on ways to correctly write behaviors.
Behaviors can be written for one of three "domains of learning." The cognitive
domain deals with the acquisition of facts, knowledge, information, or concepts.
Psychomotor behaviors use the mind in combination with motor skills (physical
activities). Affective behaviors have to do with changes in attitudes, values,
aesthetics, and appreciation.
, behavioral objective: condition Each behavioral objective must describe the conditions (if any) under which the
performance is to occur. Conditions may include what the learner will be allowed
to use, what the learner will be denied, under what conditions the learner is
expected to perform the behavior, or specific skills that should be excluded
behavioral objective: degree Each objective must describe the degree to which the behavior must be
performed to constitute an acceptable performance. It is not always necessary or
practical to include the degree in an objective; however, the more information
included in an objective the better it will communicate the desired outcome. The
degree can include criterion such as speed, accuracy, and quality.
Bloom's Taxonomy Knowledge: remembering of previously learned material; recall (facts or whole
theories); bringing to mind.
Comprehension: grasping the meaning of material; interpreting (explaining or
summarizing); predicting outcome and effects (estimating future trends).
Application: ability to use learned material in a new situation; apply rules, laws,
methods, theories
Analysis: breaking down into parts; understanding organization, clarifying,
concluding
Synthesis: ability to put parts together to form a new whole; unique
communication; set of abstract relations
Evaluation: ability to judge value for purpose; base on criteria; support judgment
with reason. (No guessing).
When implemented properly, cooperative learning can Studies indicate that when teachers use cooperative learning methods with group
promote achievement superior to traditional teaching goals and individual accountability, the students make substantial gains in
methods. achievement, beyond the achievement of students taught in traditional lecture-
style classes. The subgroups showing the most improvement from these methods
were the highest achieving students and special education students.
ADD vs. ADHD ADD is characterized by children appearing to be more spacey and often
daydreaming with less hyper activeness. With ADHD, the child exhibits more hyper
activity.
Who is responsible for providing a specialist to evaluate School district. The school faculty or contracted specialists conduct evaluations. If
students? a specialist is not already contracted, the school district must find an appropriate
specialist. The school district must pay for the evaluation.
Albert Bandura is... Noted for his research on self-efficacy. He proposed that that people are likely to
engage in activities in which they perceive themselves to be competent.
Between what ages does Piaget's pre-operational stage 2 to 7 years of age Piaget suggests that the preschool years fit entirely into a
last? single stage of cognitive development. Language development is a major part of
this stage.
CORRECT Answers
Clearly stated objectives have four characteristics 1. the instructional objective must state the audience for the educational activity.
2. the observable behavior(s) expected of the audience must be identified.
3. the conditions under which the behavior is to be accomplished must be
included.
4. the degree to which the behavior is to be completed must be specified.
behavioral objective: audience Who is the audience for your educational activity? While it may appear the
audience is obvious for most instructional activities, a common error may distort
or prevent the evaluation of your program. First, one must consider the difference
between the target and accessible population/audience. Your target may be all
youth between 14 and 16 years of age in Typical County; however, your accessible
population may be all 14-16 year old 4-H members who attended the County 4-H
Camp. If you write your objective in broad terms and follow proper evaluation
procedures, you will be held accountable for the behaviors of youth you never
served. Your behavioral objective should identify the specific audience you plan
to target.
A second mistake made by many inexperienced educators is to include
teacher/trainer activities as a part of the behavioral objective. Consider the
following example: "The trainer will demonstrate the proper steps of delivering a
prepared speech." In this example, the activities are focused on what the trainer
plans to do and not what the target audience will be able to master. Although it
has the appearance of being one, the statement is not a behavioral objective
because the audience and its performance are not identified. This statement
could be made into a behavioral objective by rewording the statement to the
following: "Upon completion of the lesson, 100% of the participants will be able to
list the steps in delivering a prepared speech." The audience is the workshop
participants.
behavioral objective: behavior Each objective must identify the behavior or the performance the learner is
expected to do. A behavioral objective should never include the instructional
process or procedure as the behavior. It should always describe the intended
results rather than the means of achieving those results.
The performance must be overt or directly observable. Performances that cannot
be directly observed or performances that are mental, invisible, cognitive, or
internal are considered covert and should never be used as a behavior unless
they are included with another indicator (directly observable) behavior. See
Figure 1 for specific examples on ways to correctly write behaviors.
Behaviors can be written for one of three "domains of learning." The cognitive
domain deals with the acquisition of facts, knowledge, information, or concepts.
Psychomotor behaviors use the mind in combination with motor skills (physical
activities). Affective behaviors have to do with changes in attitudes, values,
aesthetics, and appreciation.
, behavioral objective: condition Each behavioral objective must describe the conditions (if any) under which the
performance is to occur. Conditions may include what the learner will be allowed
to use, what the learner will be denied, under what conditions the learner is
expected to perform the behavior, or specific skills that should be excluded
behavioral objective: degree Each objective must describe the degree to which the behavior must be
performed to constitute an acceptable performance. It is not always necessary or
practical to include the degree in an objective; however, the more information
included in an objective the better it will communicate the desired outcome. The
degree can include criterion such as speed, accuracy, and quality.
Bloom's Taxonomy Knowledge: remembering of previously learned material; recall (facts or whole
theories); bringing to mind.
Comprehension: grasping the meaning of material; interpreting (explaining or
summarizing); predicting outcome and effects (estimating future trends).
Application: ability to use learned material in a new situation; apply rules, laws,
methods, theories
Analysis: breaking down into parts; understanding organization, clarifying,
concluding
Synthesis: ability to put parts together to form a new whole; unique
communication; set of abstract relations
Evaluation: ability to judge value for purpose; base on criteria; support judgment
with reason. (No guessing).
When implemented properly, cooperative learning can Studies indicate that when teachers use cooperative learning methods with group
promote achievement superior to traditional teaching goals and individual accountability, the students make substantial gains in
methods. achievement, beyond the achievement of students taught in traditional lecture-
style classes. The subgroups showing the most improvement from these methods
were the highest achieving students and special education students.
ADD vs. ADHD ADD is characterized by children appearing to be more spacey and often
daydreaming with less hyper activeness. With ADHD, the child exhibits more hyper
activity.
Who is responsible for providing a specialist to evaluate School district. The school faculty or contracted specialists conduct evaluations. If
students? a specialist is not already contracted, the school district must find an appropriate
specialist. The school district must pay for the evaluation.
Albert Bandura is... Noted for his research on self-efficacy. He proposed that that people are likely to
engage in activities in which they perceive themselves to be competent.
Between what ages does Piaget's pre-operational stage 2 to 7 years of age Piaget suggests that the preschool years fit entirely into a
last? single stage of cognitive development. Language development is a major part of
this stage.
