eJournal Entry 4: Analyzing Instructional Goals -- by Ami Stovall

Analyzing Instructional Goals

The goal of my course is to facilitate opportunities for my students to develop an enduring understanding of Introduction to Chemistry Problem Solving using the Metric & United States Common System (USCS). This course that I am developing for a colleague of mine, Becki Williams, and myself will strive to encourage them to embrace learning something new that is also complex, in that “the work will teach you how to do it,” as stated by an Estonian proverb.

The instructional goals of this course include:

• Learner will understand what is expected of them as they begin to learn the metric and US Common systems.
• Learner will learn to use the scientific calculator efficiently with common calculations, with the expectation that you can correctly incorporate other functions.
• Learner will focus on developing an understanding of chemistry concepts rather than how to find the correct answer!
• Learner will learner to use the correct scientific calculator techniques.
• Learner will use repetition throughout these modules, which is important to learning.
• Learner will use information and concepts in these modules to ultimately be able to reinforce your understanding of these concepts as well as problem-solving.

Reflecting on the question posed by Ritchhart, Morrison, & Church: “What kinds of thinking do you value and want to promote in your classroom?”. Throughout my courses, I would like to promote effective problem-solving and critical thinking techniques with my students to be equipped to understand this process of learning and ultimately for them to use what they have learned through my courses to ultimately critically think and reinforce concepts they have learned in an effort to provide them with adequate lifelong foundation of those problem-solving skills learned with me, so they can build upon moving forward through future courses and lifelong critical thinking opportunities.