Instructional

objectives
 Chapter objectives

To recognize well-defined instructional

objectives
To write well defined instructional
objectives
To use instructional objectives in
instructional planning
To use objectives in implementing
instruction
 Instructional Design
1. What do you want the student to able to do?
(Outcome)
2. What does the student need to know in order to do
this well? (Curriculum)
3. What activity will facilitate the learning? (Pedagogy)
4. How will the student demonstrate the learning?
(Assessment)
5. How will I know the student has done this well?
(Criteria)
 What are instructional
objectives?
Instructional objectives are statements of
what a student should know, understand
and/or be able to demonstrate after
completion of a process of learning
Aims/goals/objectives
 EXAMPLE FROM THE
LEBANESE CURRICULUM
What does research say?
Research provides evidence to support the
contention that when teachers have
clearly defined objectives and have shared
them with their students, a number of
things happen:
Better instruction occurs
More efficient learning results
Better evaluation occurs
The students become better self-
evaluaters
 Sources of instructional
objectives
• Sources of instructional objectives
include:
• Textbooks and teacher's manuals
• School-provided curriculum syllabi
• The Internet
 Activity: what are the
characteristics of well
written objectives
Poor written objectives Well written objectives
• To understand digestion • To list the organs
• To memorize the involved in digestion
chemical symbols of • To add two digits
group I number
• To demonstrate the steps • Given a compass,
of addition of two digits students should be able
• To practice multiplication to draw a circle
problems
• Students should be able
• To know the six principles to spell 18 words out of
of constructivism 20
 Objective 1: To recognize
well-defined instructional
objectives
A useful instructional objective should be:
1. Student-oriented
2. Descriptive of an appropriate learning
outcome (developmental level/
prerequisites)
3. Clear and understandable
4. Observable
Objective 2: To write well-
defined instructional
objectives
There are three steps for writing
instructional objectives:
1. Specify the general goals
2. Break down the general goals into
more specific, observable objectives
3. Check objectives for clarity and
appropriateness
Objective 2: To write well-
defined instructional
objectives
Breaking down general goals into specific observable
objectives:
1. Break the goal into two parts: a) subject-matter
content, b) student response to that content
2. Clarify the subject matter content and make it
more specific if necessary
3. Determine the expected student response (s) to
each statement of subject-matter content
4. As needed, identify the conditions under which
the student response is expected to occur and/or
any useful criteria for judging the level of
performance expected
 Activity: Deconstruct a
general objective
• To develop environmental awarness
 Objective 4:To use
objectives in
implementing instruction
To improve teaching, Instructional
objectives can be used as follows:
1. As handouts prior to instruction
2. To prepare students for instruction
3. As a guide throughout instruction
 Objective 4:To use
objectives in
implementing instruction
To improve teaching, Instructional
objectives can be used as follows:
1. As handouts prior to instruction
2. To prepare students for instruction
3. As a guide throughout instruction
Objective 2:To write well-
defined instructional
objectives
Activity: Search the internet for instructional
objectives and ask the following questions:
• For what grade level is this objective most important?
• Is there anything that could be done to make the objective
clearer and less ambiguous?
• Where’s the key word which describes the observable or
measurable outcome or product?
• What kind of learning is represented by this objective?
• If you were going to teach this objective, what kinds of
things would you do and what would you have your students
involved in as they try to learn the objective?
 
 Objective 2:To write well-
defined instructional
objectives
To check for appropriate objectives, the following
criteria can be adopted:
1. Developmentally appropriate
2. Attainable by the students within reasonable time
limit
3. In proper sequence with other objectives (not to
be accomplished prior to a prerequisite objective)
4. In harmony with the overall goals of the course
5. In harmony with goals and values of the
institution
 Objective 3:To use
instructional objectives in
instructional planning
Well-defined instructional objectives can
help you
Focus your planning
Plan effective instructional events
Plan valid evaluation
 Objective 4:To use
objectives in
implementing instruction
To improve teaching, Instructional
objectives can be used as follows:
1. As handouts prior to instruction
2. To prepare students for instruction
3. As a guide throughout instruction
 Objective 4:To use
objectives in
implementing instruction
To prepare students for instruction: There
are at least four kinds of information to
prepare students for any given
instructional event:
a. Learning outcomes/objectives
b. Learner activities
c. Teacher activities
d. Assessment activities
 Objective 4:To use
objectives in
implementing instruction
To improve teaching, Instructional
objectives can be used as follows:
1. As handouts prior to instruction
2. To prepare students for instruction
3. As a guide throughout instruction
 WHAT IS A TAXONOMY

• comes from the Greek word

• “taxis=arrangement” and
“nomos=science”
• • Science of arrangements
• • means 'a set of classification principles', or
• 'structure', and Domain simply means
• 'category'.
Who is BENJAMIN BLOOM?
BENJAMIN
• was an American educational
psychologist.
• Contributions:
• 1. Classification of Educational
• Objectives
• 2. Theory of Mastery-Learning
• (Feb. 1913 – Sep. 1999)
Bloom’s taxonomy
BLOOM’S COGNITIVE
DOMAIN
 Instructional objectives
and bloom’s taxonomy
A taxonomy is a cumulative, hierarchical
system for describing, classifying, and
sequencing learning activities.
Bloom's taxonomy classifies cognitive
behaviors into six categories:
1. Knowledge: This is the category that
emphasizes remembering,
memorizing, and recalling.
Knowledge-level activities may consist
of recalling facts, definitions,
theories…
EX: To name the elements in cooking salt
 Bloom’s Cognitive
Domain
2. Comprehension: involves understanding. This
category is divided into four components:
 Interpretation: involves student abilities to
identify and comprehend the major ideas in a
communication and to understand the
relationship between them (ex: compare and
contrast)
Ex: To compare and contrast qualitative and
quantitative research
 Translation: involves changing ideas from one
form of communication into parallel form,
retaining the meaning summarizing,
describing in student’s words)
 - To summarize the findings of an experiment
results
 Bloom’s cognitive
Domain
 Examples: providing new examples
demonstrates comprehension
EX: To give examples of protein-rich foods

 Definition: A definition requires students to

describe a term or concept in their own words
-To explain in their own words
3. Application: This category involves using
information to arrive at a solution to a situation.
EX: -To use the barometers to predict weather
-To correctly pronounce words of the type
consonant-vowel-consonant
 Bloom’s Cognitive
Domain
4. Analysis: is the ability to break down
some communications into its
constituent elements or parts
Ex: -To distinguish different part of
research article
-To distinguish statements of facts
from statements of opinion
 Bloom’s Cognitive
Domain
5. Synthesis: is the ability to work with pieces,
parts, and elements combining them or
putting them together in some way to form a
whole or constitute a new pattern or
structure
EX: To write a story about his school
6. Evaluation: is the ability to make
quantitative and qualitative judgments about
the extent to which materials and methods
satisfy criteria
EX: To be able to judge the merits of a story
 Practice/student oriented
objective
Which of these objectives are student-oriented?
•To assess student's knowledge of algebraic
equations
To identify a coefficient and a variable in an
algebraic equation
To identify the primary colours used in painting
To show students a colour wheel for painting
To identify the subject, verb, and object in a
sentence
To diagram a sentence on the board for
students
 Practice/learning
outcome
Which of these objectives emphasize a learning
outcome?
To Practice multiplication of decimal numbers
To place the decimal point correctly in the product
of two decimal numbers
To mix magenta and yellow ink to produce red,
yellow and cyan ink to produce green, and cyan and
magenta ink to produce blue
To select and mix the proper colours of ink to
produce red, green and blue
To proofread a classmate's essay
To correct a classmate's essay using the proper
proofreading marks
 Practice/understandable
Which of these objectives are clear and understandable?

To know state capitals

To spell correctly
To predict the effects of ozone depletion
Given the costs of producing a product, to compute the
profit or loss from the sale of that product at a given
price
To value endangered species
To identify a haiku from a collection of poems
To understand Faulkner's "The Bear"
To locate all of Earth's continents on a globe
To comprehend volcanoes
To explain capitalism
To identify and explain the functions of the parts of a
flower
 Practice/observable
verbs
Which of these objectives are observable?

To know the factors that led to the Great Depression

To grasp the fundamental difference between different
economic schools of thought
To predict the results of removing price supports for corn and
sugar
To explain the difference between thermal and nonthermal
radiation
To comprehend the electoral college
To calculate the correct volume of water to fill a given vessel
at a given temperature
To isolate the catalyst from the reactants in a chemical
reaction
 Examples of observable and
unobservable verbs
Avoid vague, unobservable verbs: Use verbs that describe observable actions
know or actions that yield observable products:
understand identify
comprehend speak
grasp list
believe select
appreciate choose
think compute
enjoy add
familiarize draw
value analyze
realize predict
like locate
cope with explain
love isolate
divide
separate
infer