1. INSTRUCTIONAL OBJECTIVES

2. 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

3. Instructional Objectives
Objectives: desired outcomes of learning
Purpose:
Defining the intents of an educational plan
Helping teachers to plan steps necessary to achieve plan
Helping students to know what is expected of them at the end of the program

4. 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

5. Mager format of instructional objectives
Robert Mager (1962) ‘Preparing Instructional Objectives’
Objectives must be OBSERVABLE and MEASURABLE
‘BEHAVIORAL OBJECTIVES’

6. 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

7. 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….”

8. 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’

9. 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’

10. 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

11. Mager format of instructional objectives
Examples :
- state
- list down
- identify
- compare
- calculate
- draw
- name the…
- colour the..
- measure
- solve
- match the..

12. Mager format of instructional objectives
Criticisms:
Not practical  difficult to write
Difficult to accomplish the kind of specificity
Becomes unmanageable for teachers to write because too many objectives and specificity

13. Instructional Objectives
Groundlund (1970) suggested there are 2 levels of objectives:
General objectives
Specific objectives

14. 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

15. Instructional Objectives
Specific objectives may form the basis for testing and assessment

16. 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

17. 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

18. Bloom’s Instructional Objectives
He divided the objectives into 3 domains:
Cognitive domain : knowing fact and information
Psychomotor domain: performing physical skills
Affective domain: exhibiting personal attitudes

19. 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

20. 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

21. 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

22. Bloom’s Instructional Objectives
PSYCHOMOTOR DOMAIN
6 classifications:
Reflex movement- involuntarily response
Fundamental movement – crawling, biting
3) Perceptual abilities – watching, exploring, catching
4) Physical activities
5) Skilled movement- typing, skating
6) Non-discursive communication- ability to comm. through body language

23. 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)

24. 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”