Behavior descriptions should meet which of the following criteria

Bob Kizlik Updated January 9, Civilization is built on several fundamental principles, but perhaps one of the least understood or valued is that of accountability.

Behavior descriptions should meet which of the following criteria

The four essential elements of a well-written behavioral objective are outlined below. When writing a behavioral objective, evaluate it using these criteria.

Good behavioral objectives are student-oriented. A behavioral objective, which is student-oriented, places the emphasis upon what the student is expected to do, not upon what the teacher will do. Sometimes teachers use instructional goals which emphasize what they are expected to do rather than what they expect of their students.

Such teacher-oriented objectives only have the value to the extent that they direct the teacher to do something, which ultimately leads to student learning. A teacher attempting to help his or her students attain the goal of solving long division problems may work out some of the problems on the blackboard, explaining each of the steps involved.

A teacher-oriented objective associated with this behavior might read something like: Good behavioral objectives describe learning outcomes. The important thing to keep in mind here is that we are interested in what the students will learn to do. In other words, it is the learning outcome that is important, not the learning activities that should lead to that outcome.

To say that students will practice long division problems, using two different methods, is not to specify a learning outcome; it describes a process.

It specifies an activity designed to help the students reach some outcome. As such, it is a student-oriented activity, not an outcome. Your objective should reflect outcome language, rather than process phrases. It may be helpful to you as a teacher to determine what kind of learning activities you may want your students to carry out.

However, determining which learning experiences and activities are most appropriate for your students can only be made after you have decided what it is you want your students to accomplish. Once learning outcomes are identified and described, then activities that are appropriate for attaining those outcomes can be determined.

Good behavioral objectives are clear and understandable. The first prerequisite for a clear and understandable objective is explicitness. It should contain a clearly stated verb that describes a definite action or behavior and, in most cases, should refer to an object of that action.

People observing the products of those behaviors should agree in their judgment about whether the behavior had occurred as stated. Good behavioral objectives are observable. The evaluation of learning outcomes hinges on the ability to observe those outcomes.

The key to an observable objective is an observable verb. Consequently, when selecting behavioral objectives for use in your teaching, watch the verbs! The verb must describe an observable action or an action that results in an observable products. Effective teachers use set induction to put students in a receptive frame of mind that will facilitate learning -- be it physical, emotional, or mental.

Set induction has as its first purpose - to focus student attention on the lesson. The first motivational function of the teacher is to engage the student in learning.

As its second purpose, set induction attempts to create an organizing framework for the ideas, principles, or information, which is to follow. Telling students in advance about the way in which a lesson is organized is likely to improve their comprehension and ability to recall and apply what they hear.

A third purpose of set induction is to extend the understanding and application of abstract ideas through the use of example and analogy. An idea or principle that is abstractly stated can be difficult for many students to comprehend. Moreover, many students who do under-stand an idea or principle have difficulty in applying their knowledge to new situations.

The clever use of examples and analogies can do much to overcome such limitations. The fourth and last purpose of set induction is to stimulate interest and involvement in the lesson.

The point here is that active involvement at the beginning of a lesson can increase curiosity and stimulate student interest in the lesson.

An effective lesson introduction should have as its purpose at least one of the items listed and discussed above.

Behavior descriptions should meet which of the following criteria

A good example is the teacher who wishes to teach the concept of categorizing and brings a collection of baseball cards, record jackets, or even a basket of leaves to class. Then the students, divided into groups, are asked to categorize their collections and explain how and why the chose what they did.

Uses of Set Induction 1. To focus the student's attention on the presentation the teacher is about to make by employing an activity, event, object, or person that relates directly to student interest or previous experience.

To provide a structure or framework that enables the student to visualize the content or activities of the presentation. To aid in clarifying the goals of the lesson presentation.RATING A TEACHER OBSERVATION TOOL Five ways to ensure classroom observations are focused and rigorous student discipline/behavior, and maximize student engagement in the material A teacher could meet these criteria simply by covering the required material, even if.

Behavioral objectives that are useful in the classroom must meet certain criteria. Good behavioral objectives describe learning outcomes. It should contain a clearly stated verb that describes a definite action or behavior and, in most cases, should refer to an object of that action. Any aggressive behavior, toward people or another dog, which includes lunging, growling, snarling, biting, your dog needs to meet the following criteria.

Behavior descriptions should meet which of the following criteria

Program Descriptions, Criteria, and Information For your information, the guidelines of the program have been . Final Exam Questions. Quiz questions that will likely be on the final. STUDY. PLAY. Explicit behavior definitions are important to the practitioner of applied behavior analysis for which of the following reasons A.

Ease of evaluation The behavior analyst sets the criteria low. Start studying CH 8 Hr. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

CONCLUSION

Search. HR managers suggest that performance appraisals should meet all of the following legal guidelines except: 8. If you rate an employee's performance based largely on the employee's recent behavior, you are committing a: 8.

Start studying CH 8 Hr. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Search. HR managers suggest that performance appraisals should meet all of the following legal guidelines except: 8.

If you rate an employee's performance based largely on the employee's recent behavior, you are committing a: 8.

BEHAVIORAL OBJECTIVES