WEEK 8: EFFECTIVE LEARNING OBJECTIVES AND QUESTIONING

WEEK 8: EFFECTIVE LEARNING OBJECTIVES AND QUESTIONING

             This week, due to Dr. Lina's conference, we had a shorter class session of only two hours. However, what we covered is invaluable for our assignments: learning how to craft effective lesson objectives and utilize impactful questions to fulfill those objectives in our teaching. Prior to even discussing this week's subject, Dr. Lina recapped assignment details and emphasized their crucial aspects. Recapping was highlighted as particularly beneficial for students who missed previous sessions, a practice that aids their understanding, as noted by Nguyen and Chu (2022). It is because students sometimes arrive unaware of assignments that pose challenges for both their learning and the teachers.

Dr. Lina introduced us to producing higher-order learning objectives, emphasizing their pivotal role in lesson planning. In creating our lesson plans, it is required to have three to four clear objectives that students should achieve. This is due to the fact that these objectives serve as benchmarks, defining what students will know or be able to do after the lesson (Mahajan & Singh, 2017).  

To create effective objectives, Dr. Lina introduced us to the SMART Model: Specific, Measurable, Achievable, Relevant, and Time-bound. In addition, we need to include Bloom’s Taxonomy verbs. For instance, in our group discussion, we devised an objective: "Identify the causes of air and water pollution by correctly answering 3 out of 4 quiz questions." This phase involved brainstorming, where we interlinked various factors like student capabilities and many others. In our group brainstorming session, we used predetermined standards to assess and refine each other's ideas. This method involved honing or discarding concepts to improve the overall quality of our solutions, aligning with Saad and Ho's (2015) observation that this approach elevates the caliber of generated thoughts.

This process of formulating objectives evoked memories of creating lesson plans in Dr. Chu’s module, Understanding Learners and Learning, where we utilized the ABCD method: A-audience, B-behavior, C-conditions, and D-degree. This holistic approach to crafting objectives considers multiple facets, aligning with our broader understanding of learner-focused instructional design.

In our session focused on questioning, we received a hard copy of the research paper titled "Best Practice Strategies for Effective Use of Questions as a Teaching Tool" by Tofade et al. (2013). This resource was incredibly insightful for me which emphasizes the crucial role of questions in teaching. It underscores how well-created questions significantly bolster comprehension, critical thinking, and in-depth exploration of subjects. Dr. Lina expertly guided us through its main points, ensuring we gleaned the essence without having to pore over every passage. It is essential to note that our questions should directly relate to the topic at hand, steering clear of irrelevant or trivial queries. As Shanmugavelu et al. (2020) point out, effective teacher questioning not only enhances student performance but also cultivates an interactive and fruitful learning environment, ultimately fostering academic success. Additionally, questioning prompts students to reflect on the lesson content and articulate their understanding, illustrating the efficacy of the instructional approach.

During our group discussions on establishing learning objectives, we initially grappled with confusion. Consequently, we turned to Dr. Lina for clarification, seeking answers to our numerous questions. Her patient and enthusiastic approach throughout the semester showcased her dedication as an educator. Our continuous questioning mirrors the essence of Socratic questioning which aiming to refine students' thinking by challenging the accuracy and depth of their thoughts (Paul & Elder, 2007). Socratic questioning isn't just about asking questions; it's a method that empowers students to think independently and take control of their learning. It cultivates higher-level thinking skills, encouraging analysis, evaluation, and discussions, both individually and collaboratively. Through this process, students enhance their critical thinking abilities and develop a sense of ownership over their learning journey.

            Overall, this week's lecturer left a lasting impression and provided valuable insights for my future as a teacher. I realized the crucial role of two key aspects: producing effective lesson plans and incorporating thoughtful questioning. Despite my initial dislike toward questions, I've recognized their significance in prompting deeper thinking and enhancing my understanding of the material. Understanding this, I'm dedicated to developing impactful learning objectives to optimize my students' learning experiences. Moreover, I aim to pose questions in a way that fosters engagement without making students uncomfortable, ensuring an inclusive and supportive learning environment.

References

Mahajan, M., & Singh, M. K. S. (2017). Importance and benefits of learning outcomes. IOSR

Journal of Humanities and Social Science, 22(03). https://doi.org/10.9790/0837-2203056567

Nguyen, H., & Chu, D. (2022). Recapping: effective pedagogy to ensure inclusivity and optimise

learning and teaching experiences. Compass: Journal of Learning and Teaching, 15(2), 1-15.

Paul, R., & Elder, L. (2007). Socratic questioning techniques. The Thinker’s Guide to the Art of

Socratic Questioning.

Saad, G., & Ho, L. (2015). The effects of individualism-collectivism orientation on

brainstorming: A comparison of Canadian and Taiwanese samples. In Developments in Marketing Science: Proceedings of the Academy of Marketing Science. https://doi.org/10.1007/978-3-319-17383-2_35

Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & R K Sundaram, M. A. (2020).

Questioning techniques and teachers’ role in the classroom. Shanlax International Journal of Education, 8(4). https://doi.org/10.34293/education.v8i4.3260

Teaching in Education. (2018, June 17). Writing lesson objectives for classroom teachers

[Video]. YouTube. https://www.youtube.com/watch?v=IS5wMv_ILXE&ab_channel=TeachingsinEducation

Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of

questions as a teaching tool. In American Journal of Pharmaceutical Education (Vol. 77,

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