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Estd Yr 2000 Arya 1st Old Campus REAP Code : 14

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Dr Arun Arya

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Contact for Admission

Arun Arya

Prof. (Dr.) Arun Arya

Estd Yr 2000 Arya 1st Old Campus REAP Code : 14

Admission Contact

Dr Arun Arya

+91-9314881683 +91-9829158955 1800-266-2000

Contact for Admission

Arun Arya

Prof. (Dr.) Arun Arya

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Start and end of learning objectives

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Start and end of learning objectives

For the accomplishments of desired goals, an individual need to understand learning objectives that should be overcome during their study time. At the top or surface level, learning objectives are considered to be the most complicated strategy. A student always begins their task with an objective or can work on the back side so that the desired outcome could be generated. Then only an activity or assignment is selected for the accomplishment of the objective or pre-planned outcomes.

It is the core responsibility of the teacher to understand what a student needs to know and could be able to complete the task at the end of their course. There are a certain set of questions that could create attention, some of them are:

    • To accomplish the objectives, how many assignments and activities do it take? Most of the learning objectives deal with mastered or complicated content with certain complex skills. It helps in showing a bit of flexibility that added a necessary assignment or objective with big possible alterations. Having taught the course for a while helps guide our decision-making, but every collection of students is unique and that impacts how many activities or assignments it takes to accomplish the objective.
    • What’s a realistic number of objectives to pursue a course? When we talk about the planning course, many of us still start with the content. In some cases, what needs to be covered in the course is highly prescribed. In other cases, the faculty has more discretion. Either way, course objectives grow out of the content and most of us know we’ve got way too much material jammed into our courses. So, it’s likely we also have too many objectives.
    • What about activities and assignments that do double (sometimes triple) duty? If we ask students to summarize the big takeaway at the end of class and we give them a bit of time to prepare that summary, they are getting to interact with the content in a way that could promote learning, thereby accomplishing part or all of a course objective. Simultaneously, they are creating a summary, potentially learning a new skill and fulfilling an objective related to crafting accurate and useful summaries.
    • What is the relationship between objectives? An array of relationships is possible with certain implications also. Course objectives can be connected sequentially so that the accomplishment of one leads to the accomplishment of the next one. The relationships may overlap in such a way that the knowledge or skill to be learned is reinforced by a collection of activities and assignments that build on each other and end in some coherent conclusion.

Questions like these make it very clear that the systematic, purposeful design of a course is a complicated process and putting together a curriculum an even more daunting task.
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