DCSP: Goals & Obj
DCSP GOALS & OBJECTIVES
Objectives guide content selection, instructional strategy, and assessment.
What will learner will do, after instruction, in the real world / performance context?
- DSP will describe key characteristics of dyscalculia and describe a typical MLD student in terms of their academic history, ACT and college placement scores, transcript evaluation, and personal narrative.
- DSP will effectively use the provided criteria for determining the legal validity of student documentation of math learning disability.
- DSP will efficiently use the provided decision tree to appropriately guide MLD students on:
- academic advising - career paths
- path to completing required math requirements OR
- path to obtaining a waiver of the required math classes and / or
- path to obtaining a course substitution for the required math course(s)
- obtaining standard and individualized accommodations for use across the curriculum in areas involving math tasks.
- obtaining appropriate assistive technology to access the curriculum
- inform students of pertinent legal rights, responsibilities, protections, and grievance procedures
- resources at the institution, state, and federal levels
- DPS will use provided BEST PRACTICES sheet to inform professors of appropriate programs for math learning disabled students.
- DPS will use provided RESOURCES FOR STAFF & STUDENTS to guide instructors and students to free resources to aid in acquiring math skills.
Instructional Goals --> become---> BLIP OBJECTIVES
B-L-I-P: Behavioral, Learning, Instructional & Performance OBJECTIVES
TERMINAL (end of lesson) OBJECTIVES
-completion of translates into similar skill application in the real world
TERMINAL, BLIP OBJECTIVES:
- describe what skills the learner will demonstrate (identify, classify, demonstrate, or generate at end of the lesson in the training context.
- Who, What, When, Where, How
- What to measure? Learners will know = verbal information
- Learners will understand = intellectual skills
- Learners will appreciate = attitudes
- (B) Behavioral objectives: 1960s Robert Mager insists objectives should list behaviors/ things students will do if learning is successful = AKA performance objectives.
- (L) Learning objectives
- (I) Instructional objectives
- (P) Performance Objectives describe the task/skill the learner will perform, the conditions/context of performance, and the assessment criteria.
- (SS) Subordinate skills (SS): All of the skills the learner must master on the way to the final goal.
- (SO) Subordinate objectives (SO): Objectives that describe the skill steps the learner must master to reach the goal.