DCSP GOALS & OBJECTIVES

     Objectives guide content selection, instructional strategy, and assessment. 

INSTRUCTIONAL GOALS

What will learner will do, after instruction, in the real world / performance context?

• 1. 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.

  2. DSP will effectively use the provided criteria for determining the legal validity of student documentation of math learning disability.

  3. DSP will efficiently use the provided decision tree to appropriately guide MLD students on:

     1. • 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

  4. DPS will use provided  BEST PRACTICES sheet to inform professors of appropriate programs for math learning disabled students.

  5. 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 

            1. (B) Behavioral objectives: 1960s Robert Mager insists objectives should list behaviors/ things students will do if learning is successful =  AKA performance objectives. 

            2. (L) Learning objectives

            3. (I) Instructional objectives

            4. (P) Performance Objectives describe the task/skill the learner will perform, the conditions/context of performance, and the assessment criteria. 

            5. (SS) Subordinate skills (SS): All of the skills the learner must master on the way to the final goal.

            6. (SO) Subordinate objectives (SO): Objectives that describe the skill steps the learner must master to reach the goal.