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Education InstituteEducation Supervision OfficeSocial Sciences Department

2015-2016(Deriving Behavioral Objectives from

the Social Studies Standards)(History of Qatar)

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First:Writing Behavioral

ObjectivesSecond :

Deriving Objectives from Curriculum

Standards

Third: Practical Exercise

Topics

Deriving Behavioral Objectives from the

Social Studies Standards)

(History of Qatar)

Group Cooperation

Punctuality

No Side Talks

Mobile Silent

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Ground Rules

• Defining Learning Objectives and Behavioral Objectives

• Importance of Behavioral Objectives

• Types of Behavioral Objectives• Areas of Behavioral Objectives• Wrong Practices in writing

Behavioral Objectives• How to Identify Behavioral

Objectives• Deriving Objectives properly

from Curriculum Standards

Objective

s

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Let us Introduce Ourselves

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Introduction

Working in the educational field requires complete clarity in terms of objectives, which are considered the main guide for educational work. Hence, the importance of objectives in the educational process.

Educators should have accurate knowledge about the meaning of an objective, and they must be able to identify its educational concept.

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Learning Objectives

Educational Objectives

Behavioral objectives

LEARNING OBJECTIVES Activity 1Refer to the figure on the right, and clarify what is the difference between educational objectives and behavioral objectives

Learning Objectives

Behavioral Objectives - Formulated in an accurate and

specific manner.- Connected to

teaching objectives (outcomes) and

they are a description of the behavior that led

to learning outcomes.

- More accurate and specific from the

general and specific objectives

Educational Objectives

ObjectivesSpecific to a subject or training

unit. They are short

term, precise and

concrete and they

clarify what the learner

should learn from a specific

lesson or activity. The

are formulated in a more specific

manner than the goals

GoalsBroad

statements that

provide general

intentions about

what can be

achieved through

full educational process

or educational program

for e.g. the goals

of the curriculum of primary

or preparator

y or secondary

level

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Help in identifying the appropriate teaching strategies

Help in determining the classroom activities

Help in selecting and identifying appropriate types and tools of assessment

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Importance of

Behavioral Objectives

Help in achieving the depth of knowledge properly

There are several different forms to write a behavioral objective as follows:-Simplified form

-Complex form

-Medium form

Forms of Behavioral Objectives

Simplified Form

• (1) Student behavior• (2) who did the action • (3) Academic content

the results

of World War 2

mention A student will be able to

3 1 2

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Do you think that we can used the simplified form to write all objectives?

- Lacks accuracy and specification, hence it cannot be used in evaluating the achieving of the goals.

For e.g. If one of our objective was “the student should be able to draw a political map for the Arab world”, and we wanted to know the extent to which this goal was achieved, we will find that there is a difference in terms of the criterion or the standard that we will use to judge if the goal was achieved or not. Some might consider that the student met the objective if he / she draw a political map for the Arab world and identified the borders and capitals, others will argue that the student must locate the important Arab cities in each Arab country.

Simplified FormDisadvantages of Simplified Form

Complex Form

accuratel

y

On a

blank map of Qatar

marine oil fields

Will be

able to

locate

The stude

nt

5 4 3 1 2

• (1) Student behavior• (2) who did the action • (3) Academic content• (4) Condition of performance• (5) Performance criterion

In your opinion, which form is better for writing a behavioral objective properly: simple or complex form?

Medium Form

on a blank

map of Qatar

marine oil fields

Will be

able to

locate

The stude

nt

4 3 1 2• (1) Student behavior• (2) who did the action • (3) Academic content• (4) Condition of performance

We write behavioral Objective as follows:Who will do the action + will be + behavior + content +

condition of performance + performance criterionThe instructional behavior objective is made of 6 elements as

follows:a) Who will do the action: is the student who will do the actionb) Will be: stress on observing the behavior or performancec) Behavior: the action the student is able to do. It must

describe the student’s behavior, be observable in the classroom and it must be easily measured.

d) Content: is the content of the lesson that is required from the student to achieve

e) Conditions of Performance: Under what circumstances or context will the behavior be performed, like giving some information that will lead the leaner toward achieving the goal

f) Performance criteria: How well is the behavior to be done compared to which standard (accurately, fluency, with a margin of error…etc…)

Writing Behavioral Objectives

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ABCD Method for writing objectives

A

When we write an objective we focus on what student should do and not on the role of the teacher.

Audience

B Behavior

SmartSpecific:

Measurable: Attainable: Relevant:

Time – Bound

The behavior expected from students. What is expected from students to do

should be SMART

Condition How and under what circumstances will learning occur?What will students be offered to learn?

ABCD

D

DegreeDetermine the degree or criterion for satisfactory achievement of the objective linked to a specific time .e.g. 100% or 80%

1 October 201223

1 October 201224

behavioral objectives domains Cogniti

ve objectivesAffectiv

e objectives

Psychomotor objectives

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• Write objectives that reflect each domain of the behavioral objectives

• Classify the objectives listed in the worksheet

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• Bloom’s Taxonomy

• Webb’s Depth of Knowledge - DOK

Domains of behavioral objectives

Educators attached a great importance to behavioral objectives and their classifications, as Bloom’s Taxonomy is one of the most common classification.

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Bloom taxonomy to the Cognitive Domain

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• In the 1990s, one of Bloom’s students, Lorin Anderson, revised the original taxonomy.

• In the amended version of Bloom’s Taxonomy, the six basic levels of the major cognitive process categories were changed to indicate action because thinking implies active engagements as thinking is a active process, so using verbs or actions would be more accurate and descriptive.

• The first level of the taxonomy “acknowledge” has been changed since knowledge is the result of thinking process. So, it was replaced with “remembering” instead.

• The word comprehension has been replaced with understanding , whereas synthesis has been replaced as well with “evaluating”.

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Bloom’s Taxonomy

levels Example of verbs Recalla student is able to remember and repeat previous learnt information

Mentions - defines

Understands:A students Understand the meaning of information and what he learnt through explaining and translating what they leant

Gives example- concludes – classifies- compares – explains – clarifies- distinguish s

Apply A student use the information in different contexts

Applies - extracts- points location on maps

AnalyzeA student examine and divide the content into parts to understand

Analyzes- compares- classifies

AssessA student evaluates and takes actions depending on self reflection criticism and assessment

Gives evidence – proves

Create Innovate new ideas information getting benefit of what he had learnt.

Designs- builds plans- produces- manufactures- collects

Cognitive Domain

EXAMPLES OF INAPPROPRIATE PRACTICES- VERBS THAT

SHOULD BE AVOIDED verb Reason

Knows What to know and to what level

UnderstandInternal operation can not be observed

or measured.

RememberInternal operation can not be observed

or measured

EnjoyInternal operation can not be observed

or measured

Thinks Internal operation can not be observed

or measured

Believes Internal operation can not be observed

or measured

Wrong practices in formulating

learning objectives

More than one learning

outcome in the objective Writing

objectives in a form of activity

implemented by the teacher

Writing objectives in

form of academic contentWriting

objectives in a form of

general aims or purposes

Writing objectives in a form of vague

learning outcome

Writing objectives that

focus on learning

Activity 3

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Classify the following objectives into inaccurate or accurate, and why?

Conditions and criteria of writing objectives

– The objective should be derived from a standard of a lesson or a unit.– The process for creating an objective should specify students

behaviour .– An objective should concentrate on new experiences to be

acquired not the old ones.– An objective should be more specific & be clearly stated.

( addresses one topic)– An objective should be observable & measurable– An objective should be realistic and achievable in a period of

time .– An objective should be aligned with other teaching elements

(content-strategies –educational aids-assessment)

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• Deriving appropriate objectives from curriculum standards

• According to you previous experience, what is your understanding of the curriculum standards?

curriculum standards are academic goals and expectations that a

student is expected to know and skills to acquire in an academic

stage .

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activity ( 4)

Instructions:Use learning primary resource .

Each group has to choose a lesson including ( History and Citizenship) branches and

answer the questions in the worksheet

Time 15 min

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LESSON

--------

--------

------

LESSON -----------------------

LESSON ----------------------

------

LESSON ---------------------------------

EXAMPLES OF DIFFERENT TEACHING UNITS

LESSON

Formative assessment – use questions that reflect knowledge depth of the standards

activities Derived objective standard

Formative assessment – use questionsthat reflect knowledge depth of the standards

activities Derived objective standard

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Use the learning primary resource

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Discussion