week 7 - instructional objectives

7/30/2019 Week 7 - Instructional Objectives

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INSTRUCTIONAL OBJECTIVES


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Instructional Objectives

To start teaching: teacher must be guided byinstructional objective, followed by strategiesand tools to accomplish the task, and thenevaluate the outcomes


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Objectives: desired outcomes of learning Purpose:

Defining the intents of an educational planHelping teachers to plan steps necessaryto achieve planHelping students to know what isexpected of them at the end of theprogram


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Helping teachers, administrators and societyto assess the products of the system

Statement that described the teachers intentabout how students should change


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Mager format of instructional objectives

Robert Mager (1962) PreparingInstructional Objectives

Objectives must be OBSERVABLE andMEASURABLE

BEHAVIORAL OBJECTIVES


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Robert Mager (1962) suggested thatobjectives of learning need to be specific

in term of:1) Student behaviour

- What the learner will be able to dowhen he has mastered the objectives


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- What learner will be doing or behavior theteacher will accept as evidence that theobjectives have been achieved

- using verbs that denote observable action- at the end of the lesson, the students should

be able to identify .


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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 studentsshould be able to locate the 5 activevolcanoes


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3) Performance criteria- To what standard he will be able to do it

- The standard of the performance leveldefined as acceptable

- indicating correctness, speed, rate of

response- given the blank world map students

should be able to locate the 5 activevolcanoes


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use precise words that are not open tomany interpretations

Link the 3 parts together when writing thebehavioral objectives

Start by stating students behaviours, conditionand performance


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Examples :

- state- list down- identify

- compare

- calculate

- draw- name the

- colour the..

- measure- solve- match the..


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Mager format of instructionalobjectives

Criticisms:

1) Not practical difficult to write

2) Difficult to accomplish the kind of specificity3) Becomes unmanageable for teachers to

write because too many objectives andspecificity


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Groundlund (1970) suggested there are 2levels of objectives:

1) General objectives2) Specific objectives


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General instructional objectives must befollowed by a sample of specific behavioraloutcomes

Teaching may be directed towardsachievement of the general objectives


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Specific objectives may form the basis fortesting and assessment


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Blooms Instructional Objectives

There are different types of behaviours can bespecified in writing the instructional objectives

Y?? Learning outcomes are varied and may be

classified into different categories


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Benjamin Bloom (1956) proposed themost helpful guides for the behaviour

classification He created a scheme that classifies

instructional objectives in a systematic

way


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

information2)Psychomotor domain: performing physical

skills3)Affective domain: exhibiting personal

attitudes


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COGNITIVE DOMAIN- Divided into 6 levels

(from simple complex)

1) Knowledge- k/l of specifies

- Ways / mean of dealing with specify =classification,category

2) Comprehension- Related to translation,

interpretation,extrapolation of materials (e.g.interpret a table)

- E.g. u/s an essay,summarizing


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3) Application- Involves the use of

abstraction in particularsituation

- E.g. able to apply amathematical formula

- Involves- figuring,

reading, handlingequipment

4) Analysis- Breaking up a whole

into parts

- E.g. Body brainsection of brain neuron


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5) Synthesis

- Putting parts togetherin a new form

- E.g. producing anoriginal piece of art

6) Evaluation

- Judging in term of internal evidence and

logical consistency- E.g. an essay using their

own opinion


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PSYCHOMOTOR DOMAIN 6 classifications:1) Reflex movement-

involuntarily response2) Fundamental

movement crawling,biting

3) Perceptual abilities watching, exploring,catching

4) Physical activities5) Skilled movement-

typing, skating

6) Non-discursivecommunication-ability to comm.through body

language


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AFFECTIVE DOMAIN 5 categories:1) Receiving (student is

aware)2) Responding3) Valuing (involve in some

experiences)

4) Organizing (integratednew set of values in hisvalue)

5) Organization by value(acts consistentlyaccording to the value)


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AFFECTIVE DOMAIN

- participate, choose,show, demonstrate

- at the end of the class,the students will able toshow concern forsafety

Within each of 3domains, there are

different levels of behaviours (simple tocomplex

hierarchical order) The entire

classification systemis called taxonomy

week 7 - instructional objectives

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