kufa university college of education for girls educational&behavioral objective

Dr. Abd Alrazak Aljanabi

Kufa universityCollege of education for

girlsEducational&Behavioral

objectiveDr . Abd Alrazak AljanabiPhD(science education)

Chemistry Teaching methods

Dr. Abd Alrazak AljanabiDr. Abd Alrazak Aljanabi

After finishing the lecture , the lecturer

expects achieving the following aims

The student is able

to:


1 (Define the Behavioral objective . 2(know the Importance of Behavioral

objective Identify. 3 (know the Sources of Behavioral

objective. 4 (know the Component of Behavioral

objective. 5 (know the Classification of Behavioral

objective.


Educational objectives Learning objectives Behavioral objectives Instructional objectives

Are terms that refer to description

of the observable student behavior or performance.


Be.obj: It means the changes that may be occur to

the learner behavior after going by a new experience as follows

New experience New knowledge

Or new skills

Learner _____________ ( Learner +changes)Student products


the changes represent the (Be.obj)The main feature or criteria of (Be.obj) are The teacher able to observed and measure.


•Importance of (Be.obj) identify

1 -identify the (Be.obj) helps to Determine the educational task

2-Identify the (Be.obj) facilitate for the

Teacher to select the suitable methods or style.


3-Facilitate to select the educationalactivities.

4-Clerfiy the objective facilitate from learner evaluation processes

5-Clerfiy the objective facilitate for

the Competent to arrange and design the

curriculum.


*sources of (Be.obj)"Tyler" determined three main sources

to derived the educational objective *Society needs*Learner needs

*Knowledge nature I add another sources such as

=philosophy of society =systematic of values and traditional

These sources must dependent from curriculum planers.


There are three Parts or Component of Be.Obj include as fallow:

1-Terminal Behavioral of the learner ,which Determines the

expectation Performance *a statement that describes

the learner doing or performed.

*Component of (Be.Obj)


2-Condition of Performance )a statement that describes the

condition under which the behavior is to be Performed.(

3-Criteria of Performance( a statement that Specifies how well

the student must Perform the behavior

i.e. [ Compared With Standers]


*Carin & sund Suggest the main step to helped the memory to Remember or to

Recall when try to write the (Be.obj) by using Alphabetical (A-B-C-D) letter as

fallow-: The A: litter , Represent the student

(Audience). B : litter , Represent the

(Behavior) mustperform by the learner by explain

Method & Measurable.


C : litter , Represent the (Condition ) which can describe &

expected from the learner perform the task

education. D: litter , Represent the

(Degree) or criteria Used to determined the lower degree in

acceptable perform


Aud. Beh. Cond. Degree

Learner + Behavior + Contain + Condition + Criteria

The learner (Student) + Draw + The Plane Cell + as in Text-book + Accurate

The learner + Solve +Scientific Problem + A cording Boyel Law + In half Ouer


Classification of Instructional) educational (objectives:

In 1948 groups of competents in evalution and testing get to gather in scientific meting to discus and suggest the road map to help the teachers to put the questions (items test) for the exam

in accurate and clarify form , the product of this meeting is "Bloom

Taxonomy" for the educational objective in three main groups as follow


Cognitive Domain psychomotor Domain

effective Domain1 -The cognitive domain

This domain aims to help the learner to aquise the scientific knowledge

and development of intellectual process to use this knowledge.

This domain is classified according to Bloom's Taxonomy to the ( 6 )

levels as fallows:


Explain the definition , sample verbs and sample behaviors in this levels in the following table:Bloom's Taxonomy of the Cognitive Domain

LEVELDEFINITIONSAMPLE

VERBS

SAMPLE BEHAVIORS

KNOWLEDGEStudent recalls or recognizes Information, ideas, and principles in the approximate form in which they were learned.

Write List Label Name State Define

The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.

COMPREHENSION

Student translates, comprehends, or interprets information based on prior learning.

Explain Summari

ze Paraphra

se Describe Illustrate

The student will explain the purpose of bloom's taxonomy of the cognitive domain.


APPLICATIONStudent selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.

Use Compute Solve Demonstrate Apply

The student will write an instructional objective for each level of bloom's taxonomy.

ANALYSISStudent distinguishes, classifies, and relates the hypotheses, evidence, or structure of a statement or question

Analyze Categorize Compare Contrast Separate

The student will compare and contrast the cognitive and affective domains.

SYNTHESISStudent originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

Create Design Hypothesize Invent Develop

The student will design a classification diagram for writing educational objectives that combines the cognitive, affective, and psychomotor domains.

EVALUATIONStudent appraises, assesses, or critiques on a basis of specific standards and criteria.

Use Judge Recommend Critique Justify

The student will judge the effectiveness of writing objectives using Bloom's taxonomy.

LEVELDEFINITIONSAMPLE

VERBS

SAMPLE

BEHAVIORS


2 (Psychometric Domain: ))skill building ((Need using body muscles

in working and using coordination of muscular & mental performance

Such as : writing skills : laboratory skills

: using the tools& instrument skillsTo able master the skill , the learner may

be skillfulWhen the learner performs the work in a highly degree of accurate & mastering by being economic in time and effort with out

damage & dangerous


Levels of Psychometric Domain: The levels of this domain

classified in to five steps , are represent in keyword

)O I E P M( 1 -observation : the learner using

the five senses (vision , hearing , smell , touch & taste )

The action verbs such as ( see , hear , listen , smell , touch , follow)


2 -Imitation : the learner performs any work or part of the work

depending on sequences (step by step) as the teacher performs with out

any changes3 -Experimentation :the learner

work free (experiment ) depending on observation with out an exact Imitation & the learner decreased and delete his

mistake in working The action verb : perform , experiment , doing ,product


4 -Practice : in this step the active skill formation initiate & the learner performed , become spontaneously & easy .in this step increased the

velocity work & decreased the mistake.

5 - Mastering : represent the active Indicator for the skill acquisition from the learner.

kufa university college of education for girls educational&behavioral objective

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