 Good afternoon to all of you without losing any of the contest and content and interest on this particular session. So today's session we will quickly see how to write session objectives. So before starting let us quickly recap what has happened in the last couple of days in the part of Mission 10x sessions. We have seen being from teacher to facilitator, multiple intelligence, active learning concepts, technologies, Bloom's taxonomy and how do we integrate Bloom's taxonomy and multiple intelligence content connected. So with this we can start with today's session on objectives. We are all very familiar with core objectives. Writing core objectives for an entire course, say a course with a syllabus it always comes with a clear cut stated objectives. The purpose of writing these objectives is primarily to understand that what should be the learner be able to do after completion of that particular course. So what skills are required, what are all the methodologies in which the student has to learn the course and how proficient or inefficient would be the student after he or she has completed the course. So when we boil down to a lessons because a particular course may have so many lessons we can also tell that as chapters. There are multiple chapters or lessons in that particular course. Each lesson would also correspondingly have its own lesson objectives. Now let us quickly boil down to a particular session. A session being one period or one hour it may be 45 minutes or 50 minutes as the case may be. Do those each of those session also have corresponding session objectives. So can we also have those objectives to have a clear perspective as to what the learner would be in a position to learn and what will be the skills that will be acquired by the learner by the end of that particular session. So I would request all the participants I am seeing in out locations people are scattered around. Can we all sit together, can we quickly move away from our seats and start sitting together and I would also advice all of you to take a sheet of paper and a pen. Yes I am seeing also professors who are hesitant to take their pens and papers please take it out, very good. So in a session on programming assume that we have already conducted a one hour session. One hour or 45 minutes or 50 minutes as the session may be you can call it as a period or hour as the case may be. In your respective universities and institutes so that one hour assume that you have already conducted it, it may be on any topic this is an individual activities not a group activity so each one of us have to write this very good. So imagine that you have already taken a session that session may be on any topic it may be on arrays, it may be on pointers, it may be on structures, unions whatever or fundamental introduction whatever be the session. Assume that you have conducted a one hour session, one hour means a period, typical period. So that one session is over, very good. Now we have come out and let us start writing in our paper all the possible questions that you would like to have asked in that one hour. I have conducted the session I have come out of it. Now what are the possible questions that I would like to frame and those questions should be within that one hour of content. So I will give you exactly five minutes to write all the possible questions that you could write and please write it meticulously it may be two mark questions, five mark questions, fifteen mark questions as the case may be but please write as many questions as possible. Yeah, yeah I know it is lunch time so can we make it fast. And those locations please write as many questions as possible but all those questions should be within that one hour of content, one session, one session content. And I would also request the course coordinators to type it out in the chat space as to what is the maximum number of question one has typed out. So can we make it fast? Please do not hesitate it is not a group activity it is an individual activity. Some work before lunch is always good. Write as many questions as possible whereas two mark, five mark, so programming as many questions as possible this will add to be an appetizer also. Okay, I have a response from Maiti Surathkal where one faculty has written five questions very good. Please write it as complete questions do not write it as hints, do not write it as arrays definitions, do not write it as hints, write it as complete questions like define an array or what where would I use this particular array etc. Write it as a complete question which you will typically ask in a question paper. The questions that are possible to be framed from that one hour of content. So there is a query which says which has been asked like are those questions to be asked in the hour? No, you have conducted the one hour class, you came out of it, you have covered a particular portion of your syllabus and write all the possible questions that are possible within that one hour of content. Anaynesty Chennai, somebody has written four questions, very good and write it as complete questions. Yeah, Nirma Amdaba this written some somebody has written six questions and please be understood that every class, every session you can ask as many number of questions as possible. The idea is to first write those questions. There is a query from KJ Somaya Mumbai, any doubts with respect to previous session? Yes, yes you can write define pointers, yes you can write what are the advantages of structures, yes and Singha Tech has written maximum number of questions, nine Periyar University, Manimai University has written ten questions, very good, fantastic. We have all written maximum number of questions that are possible. Let me ask you a question, why did we write those questions? These questions are the ones which we would use to test the knowledge of the learner after having conducted that one hour of session. In other words it is nothing but the learning outcomes, I have conducted a one hour session and after that one hour session these are the possible question that I would like to frame and it also means to us that during the session, during the session of that one hour I should have actually told the answers for all those queries or rather I should have actually conducted it. Now having wrote those questions I would request you to organize the questions in the order in which you would have taught it, while writing the questions you would have written it in not so an ordered fashion. So I would have taught this particular question first and then the next and then. So in the side you just put the numbers in the order in which you would have taught it. You change the numbers, you need not repeat the questions, just change those numbers 1, 2, 3, 4, 5 in the order in which you would have taught it in the class. That means the answers for those questions would have been the ones which you would have taught in the class, very good ordering has been done I am seeing responses from some locations very good. Now you as a faculty, you are the complete control over that particular one hour that particular period one session. In that session out of those written set of questions you identify the most important question and put a star mark or put an underline for that question. Just identify what you as a faculty feel that this particular question is the most important question in the set of questions and please put a star mark. If there is one more important question also mark it as a star. Don't tell me that all the questions are very important, yes they are but you as a faculty feel that this particular question is the one which I would like to answer or I would like to ask in the forthcoming test or the examinations per say. Very good identify first the most important, the next important if you feel one more question is important please also put a star mark or an underline. Very good somebody has marked 3, somebody has marked 2 very good. These are the most important questions that we feel as a faculty in our session which the student has to know irrespective of you know whatever other things I have conducted in the session. Very good now let us go to the next set. Now can we write a following statement above all these questions that is given in bold red at the end of the session comma the learner will be able to can we write this statement above all these questions please do write it at the end of the session comma the learner will be able to and please put a colon also. The idea of writing this statement is we are converting the learning outcomes into learning objectives because we know these are the outcomes that are required now we are trying to convert that into learning objectives. Henceforth please write that statement and also try to read this statement before every other question. The purpose of putting the colon mark is that at the end of the session the learner will be able to define so and so at the end of the session the learner will be able to explain the need for so and so at the end of the session the learner will be able to what are the advantages of that sentence is not framing well. At the end of the session the learner will be able to how is that session is also not framing out very well fine somebody has written explain the need for using pointer, at the end of the session the learner will be able to explain the need for pointers, fine, very good, ok. Now, we will do the next step, we all have the bloom staxonomy verb list with us, however I will also be displaying it immediately. See whether we can change those starting verbs like define, explain, what, how, etcetera. So, I am just putting those verb list, I am putting this verb list, you can also have a look at the verb list. You as a teacher have two responsibilities, one is that identify a appropriate or a correct verb list. Number two, also read the first statement, at the end of the session the learner will be able to create, the learner will be able to combine, the learner will be able to comprehend, the learner will be able to define, the learner will be able to draw, the learner will be able to identify, the learner will be able to distinguish. So, use an appropriate verb list, so I am displaying this verb list. So, you need not rewrite the questions, just strike out because typically we would have written, I can also see from some of your responses, you know, what is, a quick input to all of you, whenever you use terms like what, why, where, when all these phi w's and one h called how, these are used in a direct speech. As a human being, I am asking another human being what is your name, then it is absolutely right to use what, why, when, where, etcetera, even how. But if a question paper is going to ask this question, the question paper will not ask a question like what is your name, the question paper will ask questions like state your name, write your name. So, the direct speech verbs like what, why, when, where, etcetera can be preferably avoided and we can pick those verbs which are available from the Bloom taxonomy verb list. Yes, I know it is a tough exercise plus, but please do it. There are questions like from Periyar Manimai University, they are asking a question. The learner will be able to understand, it is a very vague statement. At the end of the session, the learner will be able to understand is again very vague. So, can we be more specific, because understand is understanding level is at Bloom's level 2. So, can we convert that question by any of the verb list which are available from understanding comprehension as level 2 of Bloom's, just strike it out and write it on top of your existing questions. Yes, some have completed, yes, some, all the people in a particular location has completed, please give me a chat message. Yes, we have completed. So, the learner will be able to identify where pointers are used. The learner will be able to identify, I mean illustrate, paraphrase, predict, rewrite, you know, choose an appropriate verb, very good. There is a good question also been asked by somebody. NIT Suratkal is completed, very good. There is a question been asked from somebody. Okay, the question is why did I underline and star mark those important questions? Yes. So, we will try to answer that. Those important questions are the ones you as a faculty feel are very important and essential that you feel like asking a student in your test or the exams. So, if those are the important questions, how should we conduct it? Shouldn't we use some sort of an interactive teaching mechanisms? Should I also see to it that the learner is taken to a higher order thinking skills in those topics? So, if there are important questions, shouldn't we allocate more time during our session also? So, these are the quick thoughts. If some question is important, can we conduct it in an interactive manner? Can we also take them to higher order of thinking using Bloom's taxonomy verb list? So, coming back to the slides, I will just put those slides again. Now, try to use higher order thinking skill verbs for the underlined objectives or those important objectives. I repeat, can we try using higher order thinking skill verbs for those underlined objectives or important objectives? Those which we have underlined or put a star mark, can we try to use some higher order thinking skill verbs? So, instead of being at a knowledge level, can we take them towards application analysis synthesis level? If you have done that well and good, preferably try to change those verbs initially. Very good. If you have completed, also quickly read it. At the end of the session, the learner will be able to define, the learner will be able to identify, the learner will be able to list, etc., etc., etc. But please cut down those what, when, why, where, how questions and don't use any vague terms like explain. Explain is a non-definitum verb when one starts explaining, one doesn't know when to stop. So, if you ask a question like explain the use of so and so, the student will keep on start writing so many paragraph by paragraph. So, as far as possible, try using a specific verb and as far as possible try using a definite verb. Another verb which is also giving a vague meaning is called describe. Describe is again a non-definitum verb. We don't know when to stop. Describe about so and so, fine. We don't know when to stop. He keeps on writing it. So, can we also avoid using such verbs? It is there in the Bloomsday tax on me verbalist. Yes, it is there. But can we avoid using those things? Yes, N. A. T. Surat Kal has completed. Very good. In order to write a smart objective or a good learning objective, I am sure from previous sessions also you would have known about smart is that objects, objective each of those objective very specific whether they are measurable, attainable, realistic and do we have a time bound also. So, that's why I said it would be better not to use describe because you don't know when to stop. And are those objectives also short and focused on a single outcome? Instead of writing define an array and also apply array. So, that's two sentences. So, can we make it into two separate define array, apply array? And are they also learner focused and targeted to a specific learning outcome? So, there are three main components in a learning objective. One is the task. How should the learner be able to do it? And I mean sorry what should be the learner able to do? And under what conditions do you want the learner to be doing it? And how effectively must it be done? Very good. We have all written session objectives fantastic. Now, whatever we have written it all sounds very good for us when we look at it. So, can we also get it evaluated from our peers, our neighbors? Yes. So, please form groups of three quickly. Yes, your neighbor 1, 2, 3, yes neighbors very good. And please hand over your sheet to your neighbors. So, each faculty would review the session objective of your peer. And what would we evaluate? We see whether it's written as a smart objective, whether it is short and focused on a single outcome. See whether it's learner focused and it targets on the expected learner outcome. Also verify whether the identification of important questions are being done properly. Because those important questions are the ones which we have to spend more time and teach it more effectively using interactive learning mechanisms. And whether higher order thinking skill verbs are being used on those important objectives. If some location is completed, please review your neighbors. Yes, yes you can always do it over lunch also and no. And I would strongly advise you to copy the following things. You can note down the username and password to login into mission 10x. This is a guest login. Please be sensitive on the case sensitive m capital G capital P. After you have logged in you will get a left side menu called faculty guide. Please choose the zone as all, university also as all so that you can see the locations across India. The various, you can choose the branch computer science IT and also the course related to computer programming. And see what people have done. People who have already attended mission 10x programs across locations, they have all written sessions in computer programming. Okay, there is a question from Nirma Amdabad. Please explain how to solve assignment 6 with examples. Okay, I believe it is an objective that you have written. Solve this particular assignment or is it, are you referring to page number 61 of the mission 10x learning approach manual? The question is little vague so it can be more specific. If you have made a note of it, you can, whenever you are free today evening, you can just log into mission 10x and start searching for materials. Okay, if there are some, there are some objectives which are written with examples, you can cut down those examples and still write it as an objective. For example, if you have written a question like how to use RA to solve x, y, z problem. So you can cut down that x, y, z problem and say that at the end of the session, the learner will be able to apply arrays to solve problems related to so and so programming. So you should make it generalized. The generalized is the way of objective but the specific is the way in which you write your questions. Very good. If you have noted this materials, we have written session objectives and that is it. So thank you.