1. Instructional Goals and Objectives Chapter 10 Terra Trull Forest Jones Gretchen Henning Steve Sizemore Donna Lee Diana Rayburn

2. Chapter Objectives Identify three major domains of learning  Understand the relationship between curriculum goals/objectives and instructional goals/objectives  Distinguish between curriculum goals and curriculum objectives  Distinguish between instructional goals and instructional objectives

3. Plan for Instruction Landmarks of Instruction Lesson Plans Teaching Strategies Tests

4. Before we plan, present, or evaluate Instruction, we must:  Survey the needs of the students in general  Survey needs of society  Clarify our philosophies of education and state general aims  Identify curriculum goals and objectives  Determine needs of students in the school, needs of the community, and needs as shown by the subject matter  Reaffirm plans for organizing the curriculum or selected and implemented plans for reorganizing the curriculum

5. Instructional Model 1.Planning Phase  Identify Instructional Goals  Specify Instructional Objectives  Select Strategies  Initial Selection of Evaluation Techniques 2.Operation Phase  Implement Strategies  Final Selection of Evaluation Techniques  Evaluate Instruction

6. Planning Approaches Teacher A: No conceived notion of what/where he/she will be going Instantaneous Approach Teacher B: Divide chapters by weeks in school year Lists of topics by weeks Jot Questions for discussion Design individual/group assignments for specific target point Assign-study-recite-test Approach Teacher C: Selects topics Uses multitude of resources Plans units of study Unit Method -- Problem Solving Approaches All 3 teachers may/may not relate to curriculum goals or objectives

7. Best Model Instructional goals and objectives are the foundation for the instruction!

8. Chapter 8 Review (Hierarchy of Educational Aim) INSTRUCTIONAL GOALS (Defined by teacher and/or curriculum objective plan) CURRICULUM GOALS AND OBJECTIVES (Defined by school and/or school division)

9. Instructional Hierarchy of Outcomes Curriculum Goal: Broad statement of performance Curriculum Objective: Measurable outcome Instructional Goal: Specific statement of performance for all to achieve Instructional Objective: Statement of performance in measurable outcomes

10. Setting Objectives  Objective foundation is a broad scope of knowledge to teach.  Choose specific elements of content  Recognize patterns that are foundations of specific content  Choose terms to identify

11. Use of Behavior Objectives Pros  Forces the teachers to be precise about what is to be accomplished  Enables the teacher to communicate to pupils, parents what is the expected achievement  Simplifies evaluation – basis for assessment  Makes accountability  Makes sequencing easier  Curriculum realm- support goals selected  Instruction realm- determine how to accomplish curriculum goals  Evaluation realm- determine what instructional sequence has been met Cons  Dogmatic Approach Too narrow Too sequential Too focused Tedious program format  Is dehumanizing Stifles higher level thinking for mastery of task/skill  Restricts creativity Hinders relationship between ideas Squelches student initiative  Leads to trivial competencies Not allow student to construct his understanding of process and synthesis of ideas  Focuses on observable behavior and ignores subjective behavior

12. How do curriculum goals, curriculum objectives, instructional goals and instructional objectives relate? inin

13. Broad to the specific: The student will demonstrate the ability to read. The student will demonstrate the ability to read new material orally without difficulty. The student will demonstrate the ability to read silently a fifth grade passage and orally summarize without error. The student will demonstrate the ability to read silently a fifth grade passage and write correct responses to eight out of ten question. Relationship of Curriculum to Instruction

14. Domains of Learning Cognitive-Development of intellect (Bloom,) Affective-Emphasizes feeling, emotion, degree of acceptance for rejection (Rath, Wohl, Bloom, Masra) Psychomotor-Perceptual motor skills emphasis on neuromuscular skills and degrees of physical dexterity (Armstrong, Cornell, Kraner, Robertson) Instructional goals and objectives employ all three domains for learning to exist

15. Most Important Domain Consensus that cognitive domain is the most important ! Supported by….  Public education  Accountability movement (NCLB, AYP)  Flight to private schools  Development of national standards for fundamental disciplines

16. Hierarchy of Cognitive Taxonomy Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Instructional goals and objectives structured from low level to high level of learning in all three domains (examples on page 34)

17. Affective Taxonomy Krathwohl/ Bloom Receiving-listening Responding-respond to information Valuing-expression of feelings toward information Organization-filling into knowledge bank Value Characterization-assign value to information Deals with values, beliefs, convictions, doubts, interests Educational system places little value on this taxonomy Character Counts is Affective Taxonomy

18. Psychomotor Taxonomy  Perception-student identify by action  Set-student will demonstrate action  Guided response-student imitate movement  Mechanism-student will demonstrate physical action with simple sequential steps  Complex overt response-several steps with complex sequential steps  Adaption-adapting or modifying response action  Organization-create original action

19. Instructional Goals and Objectives Specific & Measurable- state behavior, conditions, degree of mastery Criterion Specific- behavior occurrence, accuracy, errors, time & speed, provide standard, behavior consequence Ranked & Validated Dependent Upon Curriculum Goals & Objectives Learning in Three Domains

20. Interdependency Instructional goals and instructional objectives are dependent upon curriculum goals and curriculum objectives.

21. Chapter Summary Curriculum goal-curriculum objectives- instructional goals-instructional objectives Learning outcomes happen in three domains: Affective - emotions, beliefs, values, attitudes Cognitive - intellect Psychomotor - perceptual-motor skills Taxonomies of each domain classify objectives in hierarchical fashion Taxonomies should: Reveal what the learning encompasses Guide instruction to emphasize higher learning levels

22. Goals are nonbehavioral terms with no criteria of mastery Objectives are measurable and observable & consist of: Conditions the behavior is to be demonstrated within Specify behavior to be demonstrated Criterion to show mastery of behavior Questions ? ? ? ? ? ?