Tips for Writing Objectives

Available: http://www.okbu.edu/academics/natsci/ed/398/objectives.htm

What are instructional objectives? • • • Instructional objectives are specific, measurable, short-term, observable student behaviors . An objective is a description of a performance you want learners to be able to e hibit before you consider them competent. !"ote from: http://www.uams.edu/oed/teachin#/objectives.htm$ An objective describes an intended result of instruction% rather than the process of instruction itself. !"ote from:
http://www.uams.edu/oed/teachin#/objectives.htm$

Why have objectives?

!Available: http://www.hsc.wvu.edu/aap/aap&car/faculty&development/teachin#&skills/writin#'objectives.htm$

 (o provide direction to instruction.  (o provide #uidelines for assessment.  (o convey instructional intent to others .

Types of objectives • • • Cognitive: understandin#s% awarenesses% insi#hts !e.#.% )*ist and e plain...)$. (his includes information recall% conceptual understandin#% and problem&solvin#. Psychomotor: special skills !e.#.% )dissect a fro# so that the followin# or#ans are clearly displayed...)+ )take a replicable blood pressure readin# by appropriately usin# a sphy#momanometer)$. ffective: attitudes% appreciations% relationships.

Tips for !riting objectives • • • • • How specific and detailed should objectives be? It depends on what they are used for, -bjectives for se.uencin# a unit plan will be more #eneral than for specifyin# a lesson plan. /on0t make writin# objectives tedious% trivial% time&consumin#% or mechanical. 1eep them simple% unambi#uous% and clearly focused as a #uide to learnin#. (he purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline+ but to ensure that learnin# is focused clearly enou#h that both students and teacher know what is #oin# on. 2 press them in terms of student performance% behavior% and achievement% not teacher activity. (hree components of an instructional objective: 3. Identify the type of activity in which competence is re.uired !e.#.% )/issect...)$. 4. 5pecify the criteria or standards by which competence in the activity will be assessed !e.#.% )a fro# so that the followin# or#ans are clearly displayed...)$. 3. *ist any conditions or circumstances re.uired for students to meet the objective !e.#.% )...#iven two class periods workin# with the materials at your lab station)$.

6a#e 3 of 3

perceive.mil/che/write'objective. A recommended wordin# format is: )At the completion of this activity% participants should be able to. .description of the subject matter to be learned. understand.uisition or reinforcement. b. think. 6a#e 4 of 3 .-This is !hat " e*pect for your objectives. be aware of.omprehension Application Analysis 5ynthesis 2valuation Parts of a performance objective$ .) (his phrase is followed by a specific performance verb and the desired learnin# outcome. learn. (he students will be able to tell and record time on a digital clock and analog clock to the hour and half hour (ehavior0 ction +erb that is measurable and can be assessed. c. <int: =ust specify observable and measurable behaviors. grasp the significance . Writing Objectives for &esson Plans 'sing (loom)s Ta*onomy and ssociated ction or Performance +erbs &earning level 1nowled#e ssociated action verbs define% describe% state% list% name% write% recall% reco#ni:e% label% underline% select% reproduce% outline% match identify% justify% select% indicate% illustrate% represent% name% formulate% e plain% jud#e% contrast% classify predict% select% assess% e plain% choose% find% show% demonstrate% construct% compute% use% perform analy:e% identify% conclude% differentiate% select% separate% compare% contrast% justify% resolve% break down% critici:e combine% restate% summari:e% precise% ar#ue% discuss% or#ani:e% derive% select% relate% #enerali:e% conclude jud#e% evaluate% determine% reco#ni:e% support% defend% attack% critici:e% identify% avoid% select% choose ."n !riting objectives. be familiar with. by writin# the times correctly in a story. comprehend. have knowledge of. 889ords or phrases such as know.ondition to be met by the students in order to demonstrate that the objective has been achieved. ans!er the #uestion$ "What should the participants be able to do?" !Available: http://www. <int: 7ocus on what the students must do not the teacher. -bjectives must be clear and attainable.htm$ a. 7ocus on knowled#e/skill ac. remember.usuhs. Audience: 5tandard introduction for an objective. are %OT measurable and should be avoided.-/ -bjective: The students will be able to tell and record time on a digital clock and analog clock to the hour and half hour by writing the times in a story. 9hat is the learner to do> Content... <int: /escribes the circumstances% situation or settin#. appreciate.

Objectives could include more criteria or parts$ (C1s of Writing Objectives • • • • !88I do not require all of these parts.uams.edu0oed0teaching0objectives.htm .edu/e9orkshops/writin#?4@instructional?4@objectives?4@version?$ • ppreciate the beauty of a circuit • Aeally understand relativity theory • Be familiar with the law • !nderstand the process of osmosis • "njoy speakin# 7rench • Change the spark plu#s on an en#ine • #earn about erosion 6a#e 3 of 3 . The follo!ing are %OT observable or measurable objectives !Available: www. "The student will be able to…" (-(ehavior$ 9hat a learner is e pected to be able to do or the product or result of the doin#.udience: (he who. <ow well the learner must perform in order for the performance to be considered acceptable.assessment. C-Condition: (he important conditions under which the performance is to occur. 1-1egree: (he criterion of acceptable performance.#atech.**) Available: http$00!!!. (he behavior or product should be observable.