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apa and 4 cites no older than 4 years 1. Compare and contrast goals and objectives, discussing their differences and similarities and offering examples of each. 2. This week we are going to beg

apa and 4 cites no older than 4 years 1.  Compare and contrast goals and objectives, discussing their differences and similarities and offering examples of each.

2.  This week we are going to begin exploring practical application of the theory. To do this, first consider a subject you know something about. This might be a subject area you have taught in a traditional classroom, a lesson you have taught in a religious or community setting, a skill area (how to play guitar, how to surf) or any subject which you might teach in an organized way. Name the subject area you have selected (For example: "I am going to teach a class on how to cook chili.").Then, in your response, please include the following:

A.  List three of the five learned capabilities (intellectual skills, cognitive strategies, verbal information, attitudes, motor skills) that would be used in your instruction.

B.  For each of the three, list two examples of performance you might reasonably expect from your students. 

For Instance: I am going to teach a class on "Good Driving Skills."

My course will contain all of the learned capabilities. Three of these include: motor skills, attitudinal information, and cognitive strategies.

An example of attitudinal or affective information will be developing safety consciousness in students and positive attitudes toward driving without distractions. Students will be expected to know and be able to explain the purpose of proper safe driving behaviors and explain why distractions can result in accidents, as well as how to avoid them.  

An example of motor skills will include developing confidence, through practice, in all aspects of managing the vehicle, including starting, stopping, using mirrors, watching the road, ..." Students will be able to start the car, check mirrors, brakes, etc., apply seatbelts, merge into traffic, and drive successfully in a designated neighborhood situation involving turns, lights, stops, other traffic, and pedestrians. 

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