Compose The Program Goals And Learning Objectives For The ✓ Solved

Compose the program goals and learning objectives for the

Compose the program goals and learning objectives for the course you will develop. Use the best practices you learned in Week 3 to compose and submit: 3 discrete program objectives or goals for your proposed course. 1–3 learning objectives for each program goal. Justify each of your composed objectives and goals by explaining exactly what you want the learner to do and why you selected the verb or verbs that you used to describe the performance level required.

Additional Requirements: Font and Font Size: 12-point Times Roman, double spaced. Length: As needed. References: As needed to support your ideas. APA Style and Format: Format your paper using appropriate APA style and formatting.

Paper For Above Instructions

Title: Developing Program Goals and Learning Objectives for a Course

Introduction

Creating a successful educational program involves defining clear goals and learning objectives. These elements guide the structure of the course, facilitate assessment of learning outcomes, and inform stakeholder expectations. This paper presents three discrete program goals, accompanied by specific learning objectives for each goal. Each objective is justified by clarifying the desired learner actions and the chosen verbs that reflect the expected performance levels.

Program Goal 1: Develop Critical Thinking Skills

The first program goal is to foster students’ critical thinking abilities. This is essential for learners to engage effectively with complex information and make informed decisions in real-world scenarios.

Learning Objectives:

• Objective 1.1: Analyze case studies to identify underlying problems.
• Objective 1.2: Evaluate different solutions for their feasibility and impact.
• Objective 1.3: Synthesize findings to propose actionable recommendations.

Justification: The verbs "analyze," "evaluate," and "synthesize" are selected to illustrate progressively higher levels of cognitive engagement as per Bloom’s Taxonomy. Analyzing requires breaking down problems; evaluating necessitates weighing options, and synthesizing encompasses combining new insights to generate solutions.

Program Goal 2: Enhance Communication Skills

The second goal is to improve students’ communication skills. This is particularly pertinent in professional environments where effective dialogue is crucial for collaboration and success.

Learning Objectives:

• Objective 2.1: Demonstrate effective verbal communication in group discussions.
• Objective 2.2: Create professional written documents tailored to specific audiences.
• Objective 2.3: Facilitate presentations that engage and inform stakeholders.

Justification: The learning objectives employ verbs such as "demonstrate," "create," and "facilitate." These verbs emphasize the ability to put theoretical knowledge into practice and showcase proficiency in a professional context, reinforcing the goal of adaptive communication.

Program Goal 3: Foster Lifelong Learning

The final program goal aims to instill a mindset of lifelong learning in students. This mindset is increasingly important in today’s fast-paced and ever-changing work environment.

Learning Objectives:

• Objective 3.1: Identify personal learning preferences and develop strategies for continued professional development.
• Objective 3.2: Research emerging trends in specific fields to enhance knowledge and skills.
• Objective 3.3: Create a personalized learning plan that reflects individual career goals.

Justification: The use of verbs like "identify," "research," and "create" reflects actions that empower learners to take initiative in their educational journeys. These objectives promote self-awareness and active engagement in the pursuit of knowledge.

Conclusion

This paper outlined three program goals and associated learning objectives aimed at developing critical skills in students. By clearly articulating these goals and objectives, the course is better structured to meet learners’ needs, providing them with the tools required for success in their future professional endeavors. These well-defined objectives also serve as a foundation for assessing learner progress and efficacy of the program.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. John Wiley & Sons.
• Dewey, J. (1938). Experience and Education. Touchstone.
• Knowles, M. (1980). The Modern Practice of Adult Education: Andragogy versus Pedagogy. Association Press.
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
• Moon, J. A. (2004). A handbook of reflective and experiential learning: Understanding theoretical background. Routledge.
• Pearson, E. (2012). Engaging the 21st century learner: A framework for success. Wiley.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. Basic Books.
• Smith, R., & Smith, J. (2015). Lifelong Learning: A Guide for Adult Educators. Rowman & Littlefield.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.