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INSTRUCTIONAL OBJECTIVES  Have they been understood and accepted by those whose work they

BY GROUP 2 are supposed to influence?


 Do they reflect both individual and group needs?
 Are they reasonably comprehensive but concise?
INSTRUCTIONAL OBJECTIVES identify and state the specific overt change  Do they have unity and consistency?
that is expected to happen as a result of a teaching-learning unit or lesson.  Do they lend themselves easily to evaluation of outcomes?
These objectives delineate more explicitly the general goals indicated by the
school for purposes of the immediate planning of day-to-day instruction in CHARACTERISTICS OF A WELL-WRITTEN OBJECTIVE:
the classroom.  SPECIFICITY - As indicated, objectives provide external evidence of
learning, either knowing or feeling. Objectives are statements
PURPOSE OF INSTRUCTIONAL OBJECTIVES IN CURRICULUM PLANNING: describing what the learner is doing when he is learning or what he
 Define the direction in which desired growth and development should should be able to do at the end of the learning activity. The key to
take place. writing apt objectives is to use action words that describe specific
 Provide a basis for the selection of learning experiences. behaviors of the learner. The suggested ways of stating behavioral
 Provide a basis for evaluating learning outcomes. objectives are based on Bloom's classification or taxonomy of
objectives into three domains - cognitive, affective and
LIMITATIONS AND SOME CONSIDERATIONS: psychomotor.
 The difficulty of defining exactly what instructional objective really  PERFORMANCE STANDARD - The objective must include the
means. minimum level of acceptable performance of the learner.
 The difficulty of specifying the instructional objective in the fullness of
details. o INDIVIDUAL STUDENT LEVEL - This is an explanation on how
 The problem of specifying the appropriate level of habitual change in well an individual student should be able to perform a
behavior. particular behavior.
o CLASS LEVEL - This indicates what percentage of the class
CHARACTERISTICS OF INSTRUCTIONAL OBJECTIVES: must perform at a specified minimal level of mastery.
The following guidelines are culled from the working papers of the  ATTAINABILITY - In setting up our standards, there is a need for us to
Presidential Commission to Survey Philippine Education (PSCPE) set up in know the ability level of the learners for whom the objectives are
1971: mtended in the first place.
 Are the objectives clearly stated? Do they specify what the learner  MEASURABILITY - If we are to determine levels of perfonnance
must be able to do or perform when he is exhibiting mastery of the against standards, we should be able to quantify the behavior and
objective? Do they specify unobservable (covert) or observable consequently measure it.
(overt) student behavior which if present indicates attainment of
objective?
 Are they limited to those which clearly the school has a reasonable
chance of achieving?
FORMAT: WRITING INSTRUCTIONAL OBJECTIVES  Comprehension - which involves interpreting content , translating it
 The terminal behavior must be identified by name. An observable to another form,and extrapolating elements from one situation to
behavior must be stated that shows exactly what sort of learning has another.
taken place.  Application - which is using in new situations that which one has
 The important external conditions under which the behavior is already learned previously.
expected to occur should be included.  Analysis - which consists of breaking up wholes into their omponent
 The criteria of acceptable performance should be specified. parts and noting the nature of the parts and their relationship to one
another.
 Synthesis - which is putting discrete or isolated elements together
A simple method of stating a complete objective statement is through the and creating something new by combining these elements.
use of the so-called ABCD format, wherein:  Evaluation - which is judging the worth of something or somebody
"A" is for "audience“ based on certain criteria.
"B" is for "behavior"
"C" is for "condition“ AFFECTIVE DOMAIN:
"D" is for "degree"  Receiving - which is showing interest in, giving attention to, and
indicating awareness of an object, stimulus or phenomenon.
 Responding - which is giving willing response and replying with a
CHECKLIST FOR EVALUATING LNSTRUCTIONAL OBJECTIVES: feeling of satisfaction.
 Is the objective clearly related to the goal from which it is derived?  Valuing - which is accepting a value, prefering it, and becoming
 Does the objective include only one learning outcome? committed to it.
 Is the objective stated in terms of student behavior, not teacher  Organizing - By conceptualizing them, clarifiying them and
performance? systematizing them in one's thinking.
 Is the objective stated as a learning product, not process or activity?  Characterization by value - by internalizing them so they become
 Is the minimum level of performance indicative of acceptable eventually part of one's philosophy of life.
achievement clearly specified?
 Does the objective state the circumstances or conditions under TYPES OF INSTRUCTIONAL OBJECTIVES USED IN CDS:
which the student will exhibit the desired learning outcome? TERMINAL PEFORMANCE OBJECTIVES (TPO)
- refers to the final behavior the student must perform when assessment
CLASSIFICATION OF INSTRUCTIONAL OBJECTIVES: takes place at the end of an extended instructional sequence, that is, the
end of a unit of instruction. Some may call this the general or broad
COGNITIVE DOMAIN: objective.
 Knowledge - which has to do with learning and recalling facts, terms, ENABLING OBJECTIVE (EO)
and other symbols, classifications, events, trends, principles, ways of - EOs are sub-objectives or specific objectives that state the smaller
working and theories. behaviors or tasks that are essential in order for the learner to achieve the
TPO in the end.
A TPO is essential in order that the teacher can plan for the learners all the necessary activities they must engage in if they are to acquire the desired
new knowledge, skill, attitude or value. However, in planning the unit of learning, we must be able to break it down into managable chunks and identify those
tasks or steps that the learner must master in sequence to enable him to reach the desired behavior at the end of the unit.

WAYS OF STATING BEHAVIORAL OBJECTIVES BASED ON BLOOM'S TAXONOMY


COGNITIVE – Knowledge Objectives PSYCHOMOTOR – skills AFFECTIVE - Attitudes, appreciations, ideals,
interest.
Recall | recognize data| concepts and Construct| manipulate| use| measure| operate| Assume responsibility for | utilize wisely and
generalizations| deduce that| identify or handle| execute| install| connect| experiment| effectively| observe strictly| listen critically and
recognize that| distinguish| describe and assemble| copy| purposively to| participate actively in| sustain
compare| explain how| demonstrate how| interest in| share with| tolerate| comply with|
consider and use| plan carefully| conceive varied accept| find pleasure in | formsoundjudgment|
ways of| formulate| give evidence or proof of| venerate| control| equalize| admire| appreciate|
weigh the validity of| use of variety of| locate| follow| adjust| value| satisfy| visit| conserve|
gather| appraise| summarize and report the| show respect for| strengthen| initiate worthwhile
read|Compare| interpret the abstract| conclude project| commemorate| intensify| sharpen| exert
from available supporting evidence that| express effort in| generate|
ideas effectively| organize materials from several
source| note sequence of events| examine|
consider every aspect of| recall experiences
partinent to| state| select materials relevant to|
classify| analyze| differentiate| define| infer or
deduce that| arrange| correlate| discuss|
establish that| predict that| observe keenly|
specify| record accurately| list down| examine
carefully| disseminate|

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