LEARNING OBJECTIVES

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LEARNING OBJECTIVES

IntroductionThe term learning means changes in our behavior, attitude, knowledge and skills. In other wards we can say that through learning we can feel permanently changes in our self. If we are not feeling any changes in our above skills then it will not be called as learning. The learning is a type of reinforcement, which may learn a change in behavior enduring by strengthening and intensifying certain aspect of an individual behavior.
Learning may be described at the process of acquiring the ability to respond adequately to a situation, which may or may not have been previously

an countered. After analysis, the term learning consist of the following contents:-
L - At length
E - It should be affective
A - It should be apparent
R - Relentless
N - Elimination of negative thoughts
I - Implanting
N - Elimination negative internalization.
G - Elimination of generalization

CONCEPT OF LEARNING OBJECTIVE
The term learning involves the following:-
Components of learning objectives:-
The learning objectives has the following components:-
1. Audience- Audience is the target of learning objective and the audience character.
2. Behavior - Behavior is expected from the learner to show the audience has learn something from the instructor.
3. Condition-Under what condition will the learner be expected to demonstrate his/her knowledge. It is the responsibility of instructor to create an atmosphere of learning for grasping the memory from the learning environment.
Main characteristics of good learning objective
1. The learning objective should identify a learning outcomes – The main objective of learning is reflection. The objective needs to state what the learner is to perform, not how the learn lesson.
2. The learning objective should be consistent with course goal – it is necessary that the learning objective should be consistent with the course goal. When objective and goals are not consistent two avenues of approached will be available.
- Change the objective or
- Change the course goal
3. The learning objective should be precious:- Its some have difficulties to strike a balance between too much and too little precious in an objective. There should be a free line between choosing objective that reflects an important and meaningful outcome of instructions and objective.
To make the objective of learning the affective steps are as under:-
- Starts class on schedule.
- Present material listed in lesson plans and follows the general outline.
- Use following traits and techniques while conducting instruction: flexibility, spontaneity, provides empathy, and compassion uses good questioning
techniques, is an active listener, gets feed back, uses positive reinforcement, and provide counseling.
- Facilitator directs and guides the learner towards finding the correct answer to their questions, rather than being an answering service.
- Provide coaching.
- Demonstrates new or difficult material in manner that may be seen and understood by the learners.
- Evaluates learner in the prescribed manner.
- Grades tests and distributes scores as required.
- Completes class roster and other form at end of training session and deliver them to the training department.
- Completes all learning activities and required function, during allotted time period.
TECHNIQUES OF MOTIVATION FOR ACHIEVING LEARNING OBJECTIVE ARE AS FOLLOWS :-
Learning Objective and Techniques of Motivation
Knowledge, Understanding, application and creativity can be used as criteria for selecting the appropriate techniques of motivation.
1) Knowledge Objectives:This objective is achieved to develop the recall and recognition abilities .it is the lowest learning objective and concerns with the environment of objects. The reward, praise, punishment and reproof techniques of motivation may be employed to achieve knowledge objective. The concrete form of motivation is effective for this purpose.
2) Understanding objectives:The understanding objective is realized by developing the abilities of seeing relationship, discrimination, cite example and generalization, the environment and content both are
equally important for providing appropriate learning experiences to the students. The praise, success, punishment and failure techniques of motivation can assist in achieving this objective.
3) Application objectives:An application objective is achieved by developing the abilities of reasoning, hypothesizing, inferring, and prediction. The perception and expectancies of the students play the significant role. The success and failure, cooperation and competition knowledge of results and attitude, techniques of motivation can help in realizing the objective of application.
1. Creativity objectives:
The creativity is the highest objective of the cognitive domain. This can be achieved by satisfying the highest needs of a person and employing internal motivation. The analysis, synthesis and evaluation or Judgment abilities are developed for achieving this objective. The context is most important and environment is least important. The ego environment and self-motivation is essential for creativity. The level of aspiration, novelty and attitude, techniques of motivation can be used for achieving creativity objective.
DOMAINS OF LEARNINGThe term domains of learning means classification, area and scope of learning. The classification allows the teacher to be better able to organize instruction and thereafter provides better structure and improved clarity. The main aim of domains of learning that the students will be better able to achieve success if they more clearly understand the structure of the instruction provided to them.
The types of domains of learning
The domains of learning are of three types:
1. Cognitive domains
2. Affective domains
3. Psycho domains

1. Cogitative Domains- The cogitative refers to an individual idea thoughts knowledge interpretation, understanding etc. about himself and his environments. The cogitative theory of learning assumes that the organism learns the measuring of various objects and events and learned responses depend upon the meaning assigned stimuli. In other views we can say that the learner form a cognitive structure in memory, which preserves an organize information about the various events that occurs in a learning situation.
The cognitive theory recognizes the rol of an organism in receiving, memorizing, restructuring and interpreting the stimulus and reaching to it. At the end we can say that we understand about an individual cognitive system, the better we are above to predict his behavior.

2. Affective domains – This domain is the area, which concern attitude, belief and the entire spectrum of values and value system. The area is often considered the more difficult domains in which we structure instruction. The term values are show in embedded that they can be inferred from people behavior and their expected attitude. What may ‗appear‘ to be strange behavior in an employee can make sense if managers understand the value underlying that behavior? Value has an important influence on the attitude, perception, needs and motives of people at work. Value represents basic convictions that a specific mode of conduct is permanently are socially preferable to an opposite mode of conduct. When we rank individual values in terms of their intensity we obtain value system of that person. All offers have a hierarchy of value that forms our value system. This system is identified by the relative importance. We assign to such value a freedom self respects, honesty, obedience, equity and so on.
The value learnt can be divided into two broad categories:
- Terminal value
- Instructional value
The person learns and develops values because of the following factors:
Family factors
Social factors
Personal factors

FAMILY FACTORS - The factors influencing the process of socialization of an individual is role of the family. The learning of social behavior, values and norms come through these practices for example – through rewards and punishment.

SOCIAL FACTORS – School has a major role to play in the development of values. Through disciplines in school a child learn desirable behavior important in the school setting, interaction with teacher, class mate and the other staff member in the educational institution make the child inoculate values important to the teaching learning process.

PERSONAL FACTORS – Personal attributes such as intelligence, ability, appearance and educational level of the person determines the development of values for example one‘s higher levels of intelligence may result in faster understanding of values.

3. PSYCHO DOMAINS- this domains attempt to classify the coordination aspects that are associated with movement and to integrate the cognitive
and affective consequences with bodily performance. The psycho domains can be classified in to following 3 movements:-
Generic movement
Ordinative movement
Creative movement

GENERICE MOVEMENT - The movement are process, which facilitate the development of charactories and affective pattern. These are exploratory operation in which the learner receives are takes in awareness of the movement and body movements as well as patterning the experienced and demonstrated.

ORDINATIVE MOVEMENT – Learner are able to organize and process skillful movement. They are able to adopt and refine skillful movement in order to be able to solve task or performance required.

CREATIVE MOVEMENT – This is the highest level of the psycho domain. In this form student are able to create or invent movements that will serve the individual (personal) purpose of the learner.