As teachers identify instructional goals and objectives, they won't necessarily want to describe each and every behavior they expect students to demonstrate. If they did so, they might generate a long list of relatively trivial behaviors. A reasonable alternative would be to:
A) Develop a mixture of general and specific objectives.
B) Develop a few abstract objectives, with examples of behaviors reflecting each one.
C) Emphasize the remember and understand levels of Bloom's taxonomy.
D) Forego instructional objectives whenever the focus is on complex cognitive skills.
Question 2
Jonathan is learning to play the guitar. His guitar teacher conducts a task analysis of Jonathan's first lesson. Which one of the following best characterizes a behavioral task analysis of a guitar lesson?
A) Hold the neck in the left hand, hold the pick between the right thumb and index finger, and place the fingers of the left hand on the appropriate frets.
B) Learn what the treble and bass clefs are, where the frets are located, and how to play the various chords.
C) Define the task of guitar playing, memorize the finger placements, and retrieve prior knowledge of reading music.
D) Read and interpret written music, identify the appropriate chords, and mentally keep time.
Teachers
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