Writing Instructional Objectives

Prof.(Dr) PK TulsiHead, Deptt. Of Education & Educational

Management, NITTTR, Chandigarh

(Mager, p. 11)

INSTRUCTIONAL OBJECTIVES

• Descriptive statements regarding what a student will be able to do at the end of a unit of instruction.

• Examples– Define efficiency– Define programming– Compare diesel engine with petrol engine– Differentiate between deep and shallow foundation– Differentiate between stack and array– Identify the mistake in the programme written in C++– Design a staircase for three storey residential building– Design an engine for SUV of given specification

Characteristics of a good instructional objective

• Stated in terms of student’s behaviour• Specific- Action verb• Observable• Measurable• Realistic• Time framed

Domains of Objectives

• Cognitive• Psychomotor• Affective

Domains of Instructional Objectives

• Cognitive Domain-acquisition of information (Knowledge)

• Psychomotor-development of skills (Skills)• Affective- development of attitudes, values

etc.(Attitudes)

Bloom’s Revised Taxonomy• Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• Means of expressing qualitatively different kinds of thinking• Adapted for classroom use as a planning tool• Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from

the most basic to the higher order levels of thinking• 1990s- Lorin Anderson (former student of Bloom) revisited

the taxonomy• As a result, a number of changes were made

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalysingBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding Applying

Using information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explainingRemembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

Remembering

The learner is able to recall, restate and remember learned information.

Rote memorizationVerbs: List, Name, Enlist, State, Define, Locate, Identify, Repeat Reproduce

UnderstandingThe learner grasps the meaning of information by interpreting

and translating what has been learned.– Interpreting– Exemplifying– Summarising– Inferring– Paraphrasing– Classifying– Comparing– Explaining

Can you explain ideas or concepts?Verbs: Explain, Give examples, Interpret, Derive, Compare, Classify, Differentiate, Distinguish

Applying

The learner makes use of information in a context different from the one in which it was learned.

– Implementing– Carrying out– Using– Executing

Can you use the information in another familiar situation?Verbs: Apply, Compute, Calculate, Implement,TranslateManipulate, Illustrate

Analysing

The learner breaks learned information into its parts to best understand that information.

Can you break information into parts to explore understandings and relationships? Verbs: Analyze, Locate , Find out, Explain, Examine, Investigate, Criticize

Evaluating

The learner makes decisions based on in-depth reflection, criticism and assessment.

Can you justify a decision or course of action?Verbs: Judge, Evaluate, Appraise,Determine, Measure, Prioritize, Justify, Argue, Defend, Conclude

Creating The learner creates new ideas and information

using what has been previously learned. Can you generate new products, ideas, or ways of

viewing things? Verb: Design, Construct, Plan, Write, Compose, Assemble, Organize, Invent, Compile, Devise, Prepare, Develop Originate, Generate

PSYCHOMOTOR DOMAIN

IMITATION

MANIPULATION

PRECISION

ARTICULATION

NATURALIZATION

AFFECTIVE DOMAIN

GRONLUND’S APPROACH

GENERAL OBJECTIVES

SPECIFIC OBJECTIVES

MAGER’S APPROACHPERFORMANCE

CONDITIONS

STANDARDS OF PERFORMANCE/CRITERIA

INSTRUCTIONAL OBJECTIVES: INTRODUCTION TO SYSTEM

General Objectives• Understand the concept and types of systemSpecific Objectives• Explain system• Differentiate between open and closed system• Differentiate between static and dynamic system• Give examples of open and closed system• Give examples of static and dynamic system

DC Machines

• Understand the construction and applications of DC machines

Specific• Label the parts of a DC machine• Explain the function of various parts of DC machine• Write winding scheme for the armature winding• Explain the characteristics of different types of DC

machine• Explain methods for speed control of DC machine

• Explain the effect of armature reaction in a DC machine

• Define commutation• Describe methods for determining efficiency

of a DC without actual loading of the machine

• List the maintenance task of a DC machine

Multi stage Amplifiers

• Understand the concept and uses of Multi stage Amplifier– Explain multi stage amplifier – Enlist various types of multi stage amplifier (RC coupled,

transformer coupled; direct coupled)– Differentiate among various types of multi stage amplifier– Explain gain of multi stage amplifier – State the uses of multi stage amplifier

Data Communication and Computer Network

• Understand Data Communications System and its components

• understand basic computer network technology

Specific• Enlist the basic elements of data communication• Differentiate among three data transmission modes

(Simplex, half Duplex, Full duplex)• Explain three different types of data transmission speeds

• State advantages and disadvantages of various types of transmission media

• Distinguish between synchronous and asynchronous transmission

• Compare the relative advantages and disadvantages of digital and analog transmission------------

Examples of instructional objectives in psychomotor domain

1. Verify Bernoulli's equation2. Verify of Ohm’s Law3. Determine friction loss in flow through pipe4. Calibrate of orifice meter and calculation of Cd, Cv, Ce5. Calibrate of Venturi meter6. Determine of discharge coefficient of V-notch7. Operate lathe machine8. Drill a hole in the wall9. Make a lap joint

• Determine the shape of the electric field around charge configurations on a piece of conductive paper

ExploreComputer Setup1. Plug the PASPORT USB Link Interface into the computer’s USB port.2. Plug the Voltage/Current Sensor into the USB interface. This willautomatically launch the PASPortal window.3. Choose the appropriate DataStudio configuration file entitled

Equipment Setup1. Use a conductive ink pen to draw two "point charges" on a piece of conductive paper. SeeNote: Place the conductive paper, printed side up, on a smooth hard surface whenever you use the conductive ink pen.2. Let the ink dry on the paper and then attach the paper to a corkboard using the metalpushpins. 3. Make sure the power supply is "off". Use a pushpin and wire to connect one point charge to the negative terminal of a DC power supply. Connect the other point charge to the positive terminal.4. Use a pencil to label the two point charges as "-"(negative) and "+" (positive).5. Tape together the ends of the voltage leads of the Voltage/Current Sensor so that the two tips are a fixed distance apart.

6. Use the pencil to draw several arrows pointing away from the "-" (negative) charge as shown.(Make the arrows as long as the distance between the tips of the voltage leads.)1. Turn on the power supply and adjust the voltage to 10 volts.2. Hold the voltage leads at an angle so the tip of the black voltage lead touches the conductive paper at the point of an arrowand the tip of the red voltage lead does not quite touch the paperNote: Touch the tip of the voltage leads only on the solid blackareas of the paper conductive. Do not touch the grid marks orlines on the paper.3. In DataStudio on the Experiment menu, click MonitorData.4. Tilt the voltage leads upright so both tips touch the conductive paper. Check the voltage in the Digitsdisplay in DataStudi

Examples of Instructional objectives in Affective Domain

• Obey rules• Observe safety precautions• Attend classes regularly• Maintain punctuality• Cooperates with others• Exhibit honesty• Respect others

Benefits of writing instructional objectives

• Monitor progress• Help in organizing study material/taking notes• Alert students to what is expected of them

Expectations are very clearly defined • Serve as a basis for the selection of

instructional methods, media and materials • Determine the appropriate ways to evaluate

the learning

Thank you

Generalized Treatment of Electrical Machines

• Explain the need for electromechanical energy conversion

• Differentiate between motor and generator• Explain basic principles of generating and

motoring action• Define/ Explain torque• Explain the significance of torque angle• State the working principle of electrical

rotating machines

DC Machines• Label the parts of a DC machine• Explain the function of various parts of DC machine• Write winding scheme for the armature winding• Explain the characteristics of different types of DC machine• Explain methods for speed control of DC machine• Explain the effect of armature reaction in a DC machine• Define commutation• Describe methods for determining efficiency of a DC

without actual loading of the machine• List the maintenance task of a DC machine

Data Communication and Computer Network

• Enlist the basic elements of data communication• Differentiate among three data transmission modes

(Simplex, Half Duplex, Full duplex)• Explain three different types of data transmission speeds• State advantages and disadvantages of various types of

transmission media• Distinguish between synchronous and asynchronous

transmission• Compare the relative advantages and disadvantages of

digital and analog transmission------------

Planning the Computer Programme• Explain the purposes of a computer programme• Define an algorithm• State the characteristics of instructions in algorithm• Explain flowcharts with suitable examples• Label symbols for flowcharts• State the rules for creating flowcharts• State/enlist advantages and disadvantages of

flowcharts• Describe the steps to be followed in constructing

decision tables• Explain the basic logic structure of a pseudo code