instructional objectives. instructional objectives to start teaching: teacher must be guided by...
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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 planHelping teachers to plan steps necessary to
achieve planHelping 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 teacher’s 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
Mager format of instructional objectives
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
Groundlund (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
Bloom’s 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
Bloom’s 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
Bloom’s 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
Bloom’s Instructional Objectives
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
Bloom’s 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
Bloom’s 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
Bloom’s Instructional Objectives
PSYCHOMOTOR DOMAIN
6 classifications:1) Reflex movement-
involuntarily response
2) Fundamental movement – crawling, biting
3) Perceptual abilities – watching, exploring, catching
4) Physical activities5) Skilled movement-
typing, skating6) Non-discursive
communication- ability to comm. through body language
Bloom’s 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)
Bloom’s Instructional Objectives
AFFECTIVE DOMAIN
- participate, choose, show, demonstrate
- “at the end of the class, the students will able to show concern for safety”
Within each of 3 domains, there are different levels of behaviours (simple to complex hierarchical order)
The entire classification system is called “taxonomy”