Chapter 6 examines the challenges of creating learning goals and objectives. Aside from the technical effort of aligning teaching expectations with the content material and desired learner outcomes, a

 Chapter 6 examines the challenges of creating learning goals and objectives. Aside from the technical effort of aligning teaching expectations with the content material and desired learner outcomes, another outstanding consideration comes from non-educational forces. These include politics, institutional traditions, and the cultural atmosphere of the learning environment. Teachers cannot always direct what happens in their classrooms based solely on the content. They must also take into consideration external forces that drive their instructional choices and influence how they create learning goals and objectives.

 In your post, please discuss how the traditions, politics, and predilections of your school or organization have influenced how you develop your instructional goals. If you are not currently teaching, reflect on your experiences as a student: what did you perceive were the major influences on your classroom goals?

How can you be certain that the learning goals and objectives you create for your students match the instructional intent regardless of the organization’s influence? Are your learning goals free from outside influence? Do you think they have to be?

 You may find it helpful to review the “Professionals in Practice” sidebar from the Brown and Green (2016, p.93) reading.

Reference

1. Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge. https://ikhsanaira.files.wordpress.com/2016/05/the-essential-of-instructional-design.pdf

Complete the reading pp 87-134 (Part III)

• Ch 6: This reading explains how instructional designers create instructional goals and objectives which then determine what students will actually do during the instructional time with the teacher.
• Ch 7: This chapter introduces the principles, processes, and practices of organizing instruction, which helps the designer determine the scope and sequence of the activities in which the learner will engage.
• Ch 8: The last reading in this set describes the variety of learning environments and instructional activities that may be incorporated into instructional design. It provides some flexibility for teachers to consider as part of their course.

2 Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. Retrieved from: https://educationendowmentfoundation.org.uk/public/files/Publications/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf

 This document includes numerous research studies you may choose to cite in your paper to support your claims. In your paper, be certain to address the limitations or challenges to the evidence you provide.

3. US Dept of Education. (2017). Reimaging the role of technology in education: 2017 National education technology plan update. Retrieved from: https://tech.ed.gov/files/2017/01/NETP17.pdf

• Pages 28-40: Chapter 2, Teaching with Technology. Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners. The article includes descriptions of educator roles and examples of how technology can play an integral part in classroom instruction.

Optional Video

1. Montes, B. (2014, January 1). Instructional design-Unit 6: Goal analysis [Video]. YouTube.https://youtu.be/swUhT7VaMLM

(7:09)

• This video (7:09) reviews the major components of constructing the goals which are intended to direct the delivery of content. Particular attention is given to how teachers should analyze, categorize, and diagram goals of learning.