INSTRUCTIONAL OBJECTIVES

Instructional Objectives
To start teaching: teacher must be guided

by instructional objective, followed by strategies and tools to accomplish the task, and then evaluate the outcomes

Instructional Objectives
Objectives: desired outcomes of learning
Purpose: Defining the intents of an educational plan Helping teachers to plan steps necessary to

achieve plan Helping students to know what is expected of them at the end of the program

Instructional Objectives
Helping teachers, administrators and

society to assess the products of the system Statement that described the teachers intent about how students should change

Mager format of instructional objectives

Robert Mager (1962) Preparing

Instructional Objectives Objectives must be OBSERVABLE and MEASURABLE BEHAVIORAL OBJECTIVES

Mager format of instructional objectives

Robert Mager (1962) suggested that

objectives of learning need to be specific in term of: 1) Student behaviour - What the learner will be able to do when he has mastered the objectives

Mager format of instructional objectives

- What learner will be doing or behavior the teacher will accept as evidence that the objectives have been achieved - using verbs that denote observable action - at the end of the lesson, the students should be able to identify.

Mager format of instructional objectives

2) Testing situation - Under what conditions he will be able to do it - The condition under which the behaviour will be observed - given the blank world map students should be able to locate the 5 active volcanoes

Mager format of instructional objectives

3) Performance criteria - To what standard he will be able to do it - The standard of the performance level defined as acceptable - indicating correctness, speed, rate of response - given the blank world map students should be able to locate the 5 active volcanoes

Mager format of instructional objectives

use precise words that are not open to

many interpretations Link the 3 parts together when writing the behavioral objectives Start by stating students behaviours, condition and performance

Less precise words

- To know
- To understand - To appreciate

- To enjoy
- To feel - To appreciate - To thank

Precise words
Examples : - state - list down - identify - compare - calculate - draw - name the - colour the.. - measure - solve - match the..

Mager format of instructional objectives

Criticisms: 1) Not practical difficult to write 2) Difficult to accomplish the kind of specificity 3) Becomes unmanageable for teachers to write because too many objectives and specificity

Instructional Objectives
Grondlund (1970) suggested there are 2

levels of objectives: 1) General objectives 2) Specific objectives

Instructional Objectives
General instructional objectives must be

followed by a sample of specific behavioral outcomes Teaching may be directed towards achievement of the general objectives

Instructional Objectives
Specific objectives may form the basis for

testing and assessment

Blooms Instructional Objectives

There are different types of behaviours

can be specified in writing the instructional objectives Y?? Learning outcomes are varied and may be classified into different categories

Blooms Instructional Objectives

Benjamin Bloom (1956) proposed the

most helpful guides for the behaviour classification He created a scheme that classifies instructional objectives in a systematic way

Blooms Instructional Objectives

He divided the objectives into 3 domains:
1) Cognitive domain : knowing fact and

information 2) Psychomotor domain: performing physical skills 3) Affective domain: exhibiting personal attitudes

Blooms Instructional Objectives

COGNITIVE 2) Comprehension DOMAIN - Divided into 6 levels - Related to translation, interpretation, (from simple extrapolation of complex) materials (e.g. 1) Knowledge interpret a table) - k/l of specifies - E.g. u/s an essay, - Ways / mean of summarizing dealing with specify = classification, category

Blooms Instructional Objectives

3) Application - Involves the use of abstraction in particular situation - E.g. able to apply a mathematical formula - Involves- figuring, reading, handling equipment 4) Analysis - Breaking up a whole into parts - E.g. Body brain section of brain neuron

Blooms Instructional Objectives

5) Synthesis - Putting parts together in a new form - E.g. producing an original piece of art 6) Evaluation - Judging in term of internal evidence and logical consistency - E.g. an essay using their own opinion

Blooms Instructional Objectives

PSYCHOMOTOR DOMAIN 6 classifications: 1) Reflex movementinvoluntarily response 2) Fundamental movement crawling, biting 3) Perceptual abilities watching, exploring, catching 4) Physical activities 5) Skilled movementtyping, skating 6) Non-discursive communicationability to comm. through body language

Blooms Instructional Objectives

AFFECTIVE DOMAIN 5 categories: 1) Receiving (student is aware) 2) Responding 3) Valuing (involve in some experiences) 4) Organizing (integrated new set of values in his value) 5) Organization by value (acts consistently according to the value)

Blooms Instructional Objectives

AFFECTIVE Within each of 3 DOMAIN domains, there are different levels of - participate, choose, behaviours (simple to show, demonstrate complex - at the end of the hierarchical order) class, the students will The entire able to show concern classification system for safety is called taxonomy

CRITICISM ON BLOOMS TAXONOMY

1) He classifies the objectives from simple

to complex lead to misinterpretation some may consider simple knowledge is not important 2) Hierarchical ordering it does not fit all knowledge equally

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