Learning Objective Sample Clauses

The Learning Objective clause defines the specific knowledge, skills, or competencies that a learner is expected to acquire by the end of a course, training session, or educational program. It typically outlines measurable outcomes, such as being able to perform a particular task, understand a concept, or demonstrate a skill, and may be tailored to different levels of proficiency. By clearly stating what is to be achieved, this clause ensures that both instructors and learners have a shared understanding of the educational goals, thereby guiding instruction and assessment while promoting accountability and focus.
Learning Objective. The main aimed objective here also is to enhance active learning and to create more interaction. We also want to investigate the probable purposes for this game, because there has not been done much research.
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Learning Objective. The student will use theoretical frameworks supported by empirical evidence to understand individuals’ developmental and behavior across the lifespan and the interactions among individuals, and between families, groups, organizations, and communities. Practice Behaviors: 1. Utilize conceptual frameworks to guide the processes of assessment, intervention and evaluation. 2. Critique and apply knowledge to understand person and environment. Learning Activities: (Students to complete these 3 or choose two and create a student choice activity.)
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Learning Objective. In terms of student outcomes -- what you want students to know or be able to do at the end of the lesson.
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Learning Objective. To familiarize students with what potential roles for honest brokers of PES deals and forms of payments  Helping sellers assess an ecosystem service ‘product’ and its value to prospective buyers, through identifying and documenting:  what ecosystem services may be available to sell,  how much exists,  what the market context is (such as regulated or voluntary),  what business case exists for a company to invest in, and  What value the ecosystem service has and what market price has been paid (ideally based on comparative prices from the same area).  Assisting sellers with establishing relationships and rapport with potential buyers, through:  developing a list of potential buyers,  setting up meetings between prospective sellers and buyers, and  facilitating meetings to ensure that expectations of both buyers and sellers are met.  Enabling sellers get to know potential buyer(s) well, by ensuring that meetings reveal key details, such as:  prices paid for comparable payments for ecosystem services (and why these are the prices),  buyer’s views on potential business benefits, and risks, of entering into agreements and making payments for ecosystem services, and  Challenges being faced by the company that may inform their interest and price sensitivity related to a purchase.  Assisting with proposal development, by:  quantifying ecosystem services to ensure appeal to buyers,  pricing of services,  addressing, and lessening as much as possible, transaction costs,  structuring agreement,  selecting a payment type that interests both seller and buyer  assessing various approaches to financing,  identifying and getting agreement on corporate point people, and  Keeping the discussions in motion.  Ensuring that the final agreement is in sellers’ best interest and providing risk management advice and services, as well as negotiating on behalf of the community. - Direct financial payments, usually compensation for opportunity costs or loss of livelihood incurred by ecosystem service protection, such as the conversion of managed farmland to natural forest - Financial support for specific community goals, such as building of a school or clinic to remunerate for ecosystem services - In-kind payments, such as the beehive-for-conservation payment transaction - Recognition of rights, such as increased land rights and increased participation in decision- making processes. - Pay per tree Rewarding individual tree growers for carbon sequestered and cap...
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Learning Objective. As has been previously discussed in the literature review (section ‘2.5 Short In-class Quizzes’ were different existing games were discussed), not much research has been done on investigating the different purposes that these games might have. Our questionnaire will focus on finding out these multiple purposes in terms of usage of the game. Although these purposes were not defined upon till now, the main goal of these games can be defined as engaging in active learning and increase in interaction. Note that we will keep the scores on the blackboard because PowerPoint, unlike Excel, does not have the option to keep track of the scores.
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Learning Objective. A statement which defines the know ledges and abilities to be gained from an instructional activity. 4.1 The responsibilities listed in TQ2.ID4 apply to this procedure.
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Learning Objective. One of the purposes of our questionnaires was to find out for which purposes the Bingo game can be used. We included these questions in both questionnaires. The main intended purpose of the game is to enhance active learning and to increase the interaction in the classroom.
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Related to Learning Objective

  • Program Objectives Implement a rigorous constructability program following The University of Texas System, Office of Capital Projects Constructability Manual. Identify and document Project cost and schedule savings (targeted costs are 5% of construction costs). Clarification of Project goals, objectives.

  • Goals & Objectives The purpose of this Agreement is to ensure that the proper elements and commitments are in place to provide consistent IT service support and delivery to the Customer by the Service Provider. The goal of this Agreement is to obtain mutual agreement for IT service provision between the Service Provider(s) and Customer(s). The objectives of this Agreement are to: • Provide clear reference to service ownership, accountability, roles and/or responsibilities. • Present a clear, concise and measurable description of service provision to the customer. • Match perceptions of expected service provision with actual service support & delivery.

  • Service Objectives D4.1 The Services will: a. be relevant to the health, support and care needs of each Resident, recognising their cultural and/or spiritual values, individual preferences and chosen lifestyles; b. provide a homelike and safe environment for each Resident; c. facilitate and assist the meeting of each Resident’s social, spiritual, cultural and recreational needs; d. provide the opportunity for each Resident wherever possible, or the Resident’s family/whānau or nominated representative (if any), to be involved in decisions affecting the Resident’s life; and e. acknowledge the significance of each Resident’s family/whānau and chosen support networks.

  • Safety Objectives 55.1 The Parties recognise the potentially hazardous nature of the construction industry. To this end, the Parties to the Agreement are committed to continuous improvement in occupational health and safety standards through the implementation of an organisational framework which involves all Parties in protecting Employees’ health and safety. 55.2 In meeting these objectives, the Parties have agreed to consider a broad agenda through the consultative processes established by this Agreement. Such an agenda will include: (a) measures designed to include the safe operation of plant and equipment; (b) training issues including specific hazards, health and safety systems, and site induction; (c) management of occupational health and safety through a comprehensive approach which aims to control hazards at their source, reduce the incidence and costs of occupational injuries and illnesses; and (d) risk of fatigue (see clauses 38.5 and 38.6). 55.3 The Employer will comply with all relevant work health and safety legislation, including the OHS Act, workers compensation legislation, regulations, codes of practice and relevant and appropriate Australian and Industry Standards produced or recognised by WorkSafe Victoria.

  • PERFORMANCE OBJECTIVES 4.1 The Performance Plan (Annexure A) sets out- 4.1.1 the performance objectives and targets that must be met by the Employee; and 4.1.2 the time frames within which those performance objectives and targets must be met. 4.2 The performance objectives and targets reflected in Annexure A are set by the Employer in consultation with the Employee and based on the Integrated Development Plan, Service Delivery and Budget Implementation Plan (SDBIP) and the Budget of the Employer, and shall include key objectives; key performance indicators; target dates and weightings. 4.2.1 The key objectives describe the main tasks that need to be done. 4.2.2 The key performance indicators provide the details of the evidence that must be provided to show that a key objective has been achieved. 4.2.3 The target dates describe the timeframe in which the work must be achieved. 4.2.4 The weightings show the relative importance of the key objectives to each other. 4.3 The Employee’s performance will, in addition, be measured in terms of contributions to the goals and strategies set out in the Employer’s Integrated Development Plan.