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| robert mager's approach: Preparing Instructional Objectives Robert Frank Mager, 1975 Previously published as Preparing Objectives for Programmed Instruction. |
| robert mager's approach: Preparing Instructional Objectives Robert Frank Mager, 2012-10-01 A Bob Mager classic Before you prepare instruction, it is important to be able to clearly state what the desired outcomes of that instruction should be. In the largest selling book ever written on this subject, Bob Mager gives you the tools to do that by describing the characteristics of well-stated objectives and showing you how to write objectives that match the instructional results you are seeking to achieve. Preparing Instructional Objectives is your systematic guide to identifying, selecting, and writing well-stated objectives that create the foundation necessary to reach your instructional goals. The book will help you master the essential elements of writing a well-stated objective, including how to: * Describe performances you expect to achieve, * Identify the conditions under which you expect the performance to occur, and * Set criteria for acceptable performance. The book also includes a new Objectives Checklist to help you distinguish good objectives from those that need work. |
| robert mager's approach: What Every Manager Should Know about Training, Or, "I've Got a Training Problem"-- and Other Odd Ideas Robert Frank Mager, 1992 |
| robert mager's approach: Analyzing Performance Problems, Or, You Really Oughta Wanna Robert Frank Mager, Peter Pipe, 1997 |
| robert mager's approach: Goal Analysis Robert F. Mager, 2004 If you have ever wished that you or the organization you are working with could be better at accomplishing their goals, Goal Analysis will give you the tools you need. This book gives a concise, simple, step-by-step process for translating goals into spec |
| robert mager's approach: A Practical Approach to Performance Interventions and Analysis Gene E. Fusch, Richard C. Gillespie, 2012-05-18 Imagine your best possible organization: a place where people strive for continuous improvement, communicate clearly and honestly, freely share information, respect their colleagues and leaders, make a difference -- and achieve truly extraordinary levels of performance, even in tough times. Using this book’s powerful Work/Life Approach, you can build that organization. World-renowned performance consultants Dr. Gene Fusch and Richard Gillespie offer a step-by-step blueprint for developing a true performance culture, where people bring a relentless focus and selfless collaboration to bear on the organization’s most fundamental goals. A Practical Approach to Performance Interventions and Analysis walks through every step of the process: analyzing business problems, identifying performance gaps, selecting the best interventions, measuring results, and more. You’ll learn how to integrate your organization’s goals with the beliefs and needs of your people; foster unity without conformity, and diversity without division; how to overcome the fear and distrust that makes organizations dysfunctional; and how to build an organization where everyone really takes ownership of their “fraction of the action.” Along the way, they present 50 dynamic models that tightly connect theory to real-world business practice, are ROI-driven, are fully measurable, and can be utilized by all leaders and practitioners in HR, organizational development, and training. With their guidance, you can choose and execute the performance initiatives that deliver the greatest positive impact on culture, business metrics, and the lives of all your people. |
| robert mager's approach: The how to Write, a Book Book Robert Frank Mager, 1986 |
| robert mager's approach: Essentials Of Instructional Technology A. R. Rather, 2004 Contents: Models of Teaching, Teaching: Principles and Maxims, Audio-Visual Aids, Different Devices, Teaching by Simulation, Learning by Programme, Micro Teaching, Teaching Methods, Educational Objectives and Taxonomy, Planning the Lessons. |
| robert mager's approach: Meaningful Course Revision Catherine Wehlburg, 2006-04-24 Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning outcomes can lead to enhanced course development and revision. While providing an outline of methods for creating significant learning experiences, the book also includes practical suggestions for shaping the design of a course to meet student needs. Meaningful Course Revision urges a rethinking of teaching and learning. By making student advancement its focal point, it offers guidance through Data-based decision making Designing course-based assessment activities Using data to enhance innovation in course redesign Rethinking teaching and learning Embedding assessment activities in meaningful ways Planning the course Closing the feedback loop Moving from course-level decision making to departmental curriculum planning Creating a culture of student-learning outcomes assessment Written for faculty seeking advice on how to keep their teaching interesting and effective, Meaningful Course Revision is a practical guide for collecting information about how well students are reaching course goals, learning what impact course changes are having on student learning, and putting courses into a cycle of continual revision and improvement. |
| robert mager's approach: A Handbook for Classroom Instruction That Works Robert J. Marzano, Jennifer S. Norford, Barbara B. Gaddy, Diane E. Paynter, Debra J. Pickering, 2004-04 For courses in Educational Psychology, Advanced Educational Psychology, and General Methods for the elementary, middle school, or secondary levels. Designed as a self-study resource, this handbook guides readers through nine categories of instructional strategies proven to improve student achievement, and to apply the teaching practices from the companion text, Classroom Instruction That Works. For each of the nine categories, exercises, brief questionnaires, tips and recommendations, samples, worksheets, rubrics, and other tools are provided so teachers can apply what they've learned immediately in the classroom. |
| robert mager's approach: Designing and Assessing Educational Objectives Robert J. Marzano, John S. Kendall, 2008-05-01 Educators across grade levels and content areas can apply the concepts of Marzano's New Taxonomy to turn standards into concrete objectives and assessments to measure student learning. |
| robert mager's approach: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways. |
| robert mager's approach: Instructional Design Theory M. David Merrill, 1994 This pack contains two guides to Microsoft Windows 98. Windows 98 User Manual teaches how to use Windows and Windows 98 Hints and Hacks provides advanced information for the user already familiar with Windows. |
| robert mager's approach: Computers as Tutors Frederick Bennett, 1999 |
| robert mager's approach: Teaching and Learning STEM Richard M. Felder, Rebecca Brent, 2024-03-19 The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning. |
| robert mager's approach: ASTD Handbook for Workplace Learning Professionals Elaine Biech, 2008-05-01 Here's the must have reference book for anyone involved in training, human resources development, and workplace learning. Published by the most trusted name in the industry, The ASTD Handbook for Workplace Learning Professionals is a required tool for all learning professionals. This practical go to resource is a new contribution to the field, comprising 50+ chapters, each authored by renowned industry practitioners. The handbook offers the most up-to-date methodologies and practices covering the entire range of the training and development profession and also includes valuable worksheets and tools on a companion CD-ROM. |
| robert mager's approach: Teaching Engineering, Second Edition Phillip C. Wankat, Frank S. Oreovicz, 2015-01-15 The majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention. This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organized to start with specific, practical teaching applications and then leads to psychological and educational theories. The practical orientation section explains how to develop objectives and then use them to enhance student learning, and the theoretical orientation section discusses the theoretical basis for learning/teaching and its impact on students. Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom. This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn. |
| robert mager's approach: The Theory and Practice of Programmed Instruction Jerry Pocztar, 1972 UNESCO pub. Teacher's guide to the theoretics and practice of programmed instruction as a teaching method - includes a bibliography pp. 177 to 179 and references. |
| robert mager's approach: The Essentials of Instructional Design Abbie H. Brown, Timothy D. Green, 2015-06-26 The Essentials of Instructional Design, 3rd Edition introduces the essential elements of instructional design (ID) to students who are new to ID. The key procedures within the ID process—learner analysis, task analysis, needs analysis, developing goals and objectives, organizing instruction, developing instructional activities, assessing learner achievement and evaluating the success of the instructional design—are covered in complete chapters that describe and provide examples of how the procedure is accomplished using the best known instructional design models. Unlike most other ID books, The Essentials of Instructional Design provides an overview of the principles and practice of ID without placing emphasis on any one ID model. Offering the voices of instructional designers from a number of professional settings and providing real-life examples from across sectors, students learn how professional organizations put the various ID processes into practice. This introductory textbook provides students with the information they need to make informed decisions as they design and develop instruction, offering them a variety of possible approaches for each step in the ID process and clearly explaining the strengths and challenges associated with each approach. |
| robert mager's approach: The Systematic Design of Instruction Walter Dick, Lou Carey, James O. Carey, 2009 1. Introduction to instructional design – 2. Conducting front-end analysis to identify instructional goal(s) – 3. Conducting a goal analysis – 4. Identifying subordinate skills and entry behaviors – 5. Analyzing learners and contexts – 6. Writing performance objectives – 7. Developing assessment instruments – 8. Developing an instructional strategy – 9. Developing instructional materials – 10. Designing and conducting formative evaluations – 11. Revising instructional materials – 12. Designing and conducting summative evaluations. |
| robert mager's approach: Comprehensive Behavior Management Ronald C. Martella, J. Ron Nelson, Nancy E. Marchand-Martella, Mark O'Reilly, 2012 Rev. ed. of: Managing disruptive behaviors in the schools: Boston: Allyn and Bacon, c2003. |
| robert mager's approach: ASSESSMENT FOR LEARNING MANGAL, S. K., MANGAL, SHUBHRA, 2019-05-01 The book is a rich source of information relevant to the field of assessment and learning. It describes various techniques and methods for evaluating the potential, ability, interest and attitude of learners for understanding the ways to further build up the pyramid of their learning. It covers exhaustive information inclusive of that required for the compulsory paper “Assessment for Learning” introduced in the curriculum of B.Ed. course of various Indian universities in accordance with the guidelines of National Council for Teacher Education (NCTE). It discusses Revised Bloom's Taxonomy of Instructional Objectives, the Construction and Standardisation of Achievement and Diagnostic Tests, Policy Perspective on Examination and Assessment, latest Assessment Tools and Devices such as Portfolio Assessment. Besides, it describes the development and use of Rubrics, Emerging Trends and Assessment Practices such as Computer-based online examination, Examination on demand, Open-book examination, and Choice-based credit system, and Statistical means and ways of analysing and interpreting students' performances. KEY FEATURES • Full coverage of syllabi of all the Indian universities • Diligently arranged chapters for the sequential learning • Comprehensive explanation with illustrative examples • Explicit figures, tables and diagrams for easy interpretation • Chapter-end summary for quick recapitulation |
| robert mager's approach: Behavioral Objectives and Instruction Robert J. Kibler, Larry L. Barker, David T. Miles, 1970 |
| robert mager's approach: Cracking the Sales Management Code: The Secrets to Measuring and Managing Sales Performance Jason Jordan, Michelle Vazzana, 2011-09-20 Boost sales results by zeroing in on the metrics that matter most “Sales may be an art, but sales management is a science. Cracking the Sales Management Code reveals that science and gives practical steps to identify the metrics you must measure to manage toward success.” —Arthur Dorfman, National Vice President, SAP “Cracking the Sales Management Code is a must-read for anyone who wants to bring his or her sales management team into the 21st century.” —Mike Nathe, Senior Vice President, Essilor Laboratories of America “The authors correctly assert that the proliferation of management reporting has created a false sense of control for sales executives. Real control is derived from clear direction to the field—and this book tells how do to that in an easy-to-understand, actionable manner.” —Michael R. Jenkins, Signature Client Vice President, AT&T Global Enterprise Solutions “There are things that can be managed in a sales force, and there are things that cannot. Too often sales management doesn’t see the difference. This book is invaluable because it reveals the manageable activities that actually drive sales results.” —John Davis, Vice President, St. Jude Medical “Cracking the Sales Management Code is one of the most important resources available on effective sales management. . . . It should be required reading for every sales leader.” —Bob Kelly, Chairman, The Sales Management Association “A must-read for managers who want to have a greater impact on sales force performance.” —James Lattin, Robert A. Magowan Professor of Marketing, Graduate School of Business, Stanford University “This book offers a solution to close the gap between sales processes and business results. It shows a new way to think critically about the strategies and tactics necessary to move a sales team from good to great!” —Anita Abjornson, Sales Management Effectiveness, Abbott Laboratories About the Book: There are literally thousands of books on selling, coaching, and leadership, but what about the particulars of managing a sales force? Where are the frameworks, metrics, and best practices to help you succeed? Based on extensive research into how world-class companies measure and manage their sales forces, Cracking the Sales Management Code is the first operating manual for sales management. In it you will discover: The five critical processes that drive sales performance How to choose the right processes for your own team The three levels of sales metrics you must collect Which metrics you can “manage” and which ones you can’t How to prioritize conflicting sales objectives How to align seller activities with business results How to use CRM to improve the impact of coaching As Neil Rackham writes in the foreword: “There’s an acute shortage of good books on the specifics of sales management. Cracking the Sales Management Code is about the practical specifics of sales management in the new era, and it fills a void.” Cracking the Sales Management Code fills that void by providing foundational knowledge about how the sales force works. It reveals the gears and levers that actually control sales results. It adds clarity to things that you intuitively know and provides insight into things that you don’t. It will change the way you manage your sellers from day to day, as well as the results you get from year to year. |
| robert mager's approach: Effective Instructional Strategies Kenneth D. Moore, 2009 Applying the latest research findings and practical classroom practices, this book provides thorough coverage of the strategies and skills needed for effective teaching. |
| robert mager's approach: TEACHING OF SOCIAL STUDIES S. K. MANGAL, UMA MANGAL, 2008-08-25 Written in an easy-to-understand style, this text provides a thorough coverage of the essential topics related to the teaching of social studies in secondary and elementary schools. Reflecting on the theoretical knowledge and practical skills required to teach social studies in an effective manner, the text first introduces its readers to the various components, study material, scope and importance of social studies. It then teaches the formulation of instructional objectives in social studies, and brings out the principles of social studies curriculum as well as its relationship with other subjects of the school curriculum. The book focuses mainly on improving the methodological concepts of the social studies teacher, and in doing so, discusses various methods of teaching; evaluation and planning of lessons, units and courses; organization of social studies room and the equipment to be kept in it; utilization of community resources; and implementation of various co-curricular activities. It also examines certain innovative methods of teaching such as team-teaching, micro-teaching and individualized instruction. KEY FEATURES Incorporates chapter outline at the beginning and chapter summary at the end of each chapter to help readers review the important topics. Provides chapter-end questions for students to drill the topics discussed. Discusses various topics with the help of a number of figures and tables that facilitates easy-understanding of the concepts. This book is suitable for a course on Teaching of Social Studies for the students of B.Ed. and M.A. (Education). It can also be used for the in-service teacher education programmes organized by the Central and State education boards. |
| robert mager's approach: Teaching of Geography Dr. Rafiq Ahmad Hajam, Dr. Shahnawaz Ahmad Baba , In writing this book entitled “Teaching of Geography (Fundamentals, Principles and Methods)”, the authors have been driven by two important parameters. The first one is that a person who wants to get training in the teaching of geography, he/she must know the fundamentals of the subject. The B.Ed. students come from different academic backgrounds and have no basic understanding of the discipline. With this in mind, we have incorporated many chapters in this book concerning with the basic concepts, nature and scope of the subject of geography. Secondly, many of the books written so far contain inadequate methodologies and evaluation schemes used in the discipline of teaching of geography. In this connection, also some topics have been set to deal with the selection of teaching objectives, teaching methodologies, teaching plans, paper setting and evaluation schemes. There may also be a number of other factors that prompted us to take this venture. The present work is written just to help the students and facilitate their scholastic journey. The present work fulfills the objectives of curriculum designed for the B.Ed. students with good accuracy and preciseness. |
| robert mager's approach: On the Case Anne Haas Dyson, Celia Genishi, 2005 |
| robert mager's approach: Handbook on Personalized Learning for States, Districts, and Schools Marilyn Murphy, Sam Redding, Janet Twyman, 2016-07-01 The recent passage of the Every Student Succeeds Act (ESSA) presents new opportunities and greater flexibility in efforts to personalize learning for all children. The Handbook on Personalized Learning for States, Districts, and Schools provides insight and guidance on maximizing that new flexibility. Produced by the Center on Innovations in Learning (CIL), one of seven national content centers funded by the U.S. Department of Education, this volume suggests how teachers can enhance personalized learning by cultivating relationships with students and their families to better understand a child’s learning and motivation. Personalized learning also encourages the development of students’ metacognitive, social, and emotional competencies, thereby fostering students’ self?direction in their own education, one aimed at mastery of knowledge and skills and readiness for career and college. Chapters address topics across the landscape of personalized learning, including co?designing instruction and learning pathways with students; variation in the time, place, and pace of learning, including flipped and blended classrooms; and using technology to manage and analyze the learning process. The Handbook’s chapters include Action Principles to guide states, districts, and schools in personalizing learning. |
| robert mager's approach: Assessment of Learning Dhiraj S. Masram, Rajiv K. Pancham, 2024-05-01 Buy Latest Assessment of Learning Book for B.Ed 2nd Semester in English specially designed for MGKVP/RTMNU ( Mahatma Gandhi Kashi Vidyapith & Rashtrasant Tukadoji Maharaj Nagpur University) By Thakur publication. |
| robert mager's approach: Writing and Using Learning Outcomes Declan Kennedy, 2007 |
| robert mager's approach: Essentials Of Educational Technology S. K. Mangal, Uma Mangal, 2019-01-30 Use of technology has permeated all areas of knowledge, and Education is no exception. This accessible and easy-to-read book, emanating from an author who has distinguished himself as teacher and able administrator of education, and devised several educational and psychological tests, encompasses a broad spectrum of areas in educational technology. It focuses on the modern trends and innovations in Educational Technology to equip the teacher trainees and in-service teachers with the necessary skills in this area. The book not only covers the objectives, concepts, use and management of Educational Technology, it also emphasises the role of education and various other techniques that help in teaching-learning. Key Features The coverage is quite comprehensive and elaborate catering to the needs of the students of most Indian universities. The concepts given are illustrated with plenty of tables, figures, and examples to make the reader comprehend the subject better. This book is ideally suited for the students of B.Ed., M.Ed., BA/MA (Education) courses. Besides, the text can be profitably used by in-service teachers, teacher educators, educational technology-resource personnel, and school administrators. |
| robert mager's approach: Telling Training's Story Robert O. Brinkerhoff, 2006-03-27 You know it in your gut—training and development is valuable and worthwhile. But as a trainer, you need to prove this fact over and over to clients focused on bottom-line results. While most training evaluation methods are too elaborate, too complex, too costly, too difficult to explain, or worse, produce data that nobody believes, Telling Training’s Story offers a simple, compelling way of evaluating training’s impact: The Success Case Method (SCM). Based on careful analysis of participants’ first-person accounts of their experiences in a training initiative, SCM doesn’t just measure the impact of training, but pinpoints the very factors that make or break training success. Filled with examples, illustrations, tools, and checklists, Telling Training’s Story not only shares the power of the Success Case Method to evaluate training, it also offers practical step-by-step guidelines for increasing the ROI of future learning and performance initiatives. |
| robert mager's approach: Inductive Reasoning in the Secondary Classroom Gloria A. Neubert, James B. Binko, 1992 It has been alleged that few American students can use their knowledge effectively in thinking and reasoning. This study urges teachers to give more attention to student abilities in analyzing, classifying, comparing, formulating hypotheses, and drawing conclusions--that is, thinking skills essential to reasoning processes. Designed to familiarize secondary classroom teachers with one model of instruction for developing students' reasoning abilities, this book gives practical assistance in learning how to use the inductive approach, a teaching approach that actively involves students in the use of their own reasoning while learning content area material. Each chapter of the book includes a section that asks readers to recall experience pertinent to the material in the chapter, a set of questions to answer as the material is read, and a series of activities designed to lead readers through the developmental stages of the learning process. Chapters of the book are: (1) What is the inductive approach? (2) Why use the inductive approach? (3) How to use the inductive approach for concept development; (4) How to use the inductive approach for principle formation; (5) Inductive reasoning in English; (6) Inductive reasoning in mathematics; (7) Inductive reasoning in science; and (8) Inductive reasoning in social studies. A 90-item bibliography is attached. (RS) |
| robert mager's approach: Teaching of Computers Y.k.singh, 2009 |
| robert mager's approach: Analyzing the Curriculum George J. Posner, 2004 |
| robert mager's approach: Teaching of Computer Science Singh, 2008 |
| robert mager's approach: The Essentials of Instructional Design Abbie H. Brown, Timothy D. Green, 2015-06-26 The Essentials of Instructional Design, 3rd Edition introduces the essential elements of instructional design (ID) to students who are new to ID. The key procedures within the ID process—learner analysis, task analysis, needs analysis, developing goals and objectives, organizing instruction, developing instructional activities, assessing learner achievement and evaluating the success of the instructional design—are covered in complete chapters that describe and provide examples of how the procedure is accomplished using the best known instructional design models. Unlike most other ID books, The Essentials of Instructional Design provides an overview of the principles and practice of ID without placing emphasis on any one ID model. Offering the voices of instructional designers from a number of professional settings and providing real-life examples from across sectors, students learn how professional organizations put the various ID processes into practice. This introductory textbook provides students with the information they need to make informed decisions as they design and develop instruction, offering them a variety of possible approaches for each step in the ID process and clearly explaining the strengths and challenges associated with each approach. |
| robert mager's approach: Edu Tech :mgt & Planning Y.k.singh, 2009 |
| robert mager's approach: Pedagogy of Language Development Exam Leaders Expert, |
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