LEARNING BEHAVIOR SPECIALIST 1
(TEST PRACTICE)CORRECT 100%
Clearly stated objectives have four characteristics - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 promote achievement superior to
traditional teaching methods. - ANSWER Studies indicate that when teachers use
cooperative learning methods with group goals and individual accountability, the
students make substantial gains in 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 - ANSWER 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 students? - ANSWER School
district. The school faculty or contracted specialists conduct evaluations. If a specialist is
(TEST PRACTICE)CORRECT 100%
Clearly stated objectives have four characteristics - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER 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 promote achievement superior to
traditional teaching methods. - ANSWER Studies indicate that when teachers use
cooperative learning methods with group goals and individual accountability, the
students make substantial gains in 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 - ANSWER 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 students? - ANSWER School
district. The school faculty or contracted specialists conduct evaluations. If a specialist is
