Formulating Instructional

Objectives

Prepared by:
Rhegylle Jane Mae D. Ebgan
Objectives:
• Differentiate educational aims from educatio
nal goals;
• Distinguish broad instructional content from
specific instructional content by citing examp
les;
• Formulate educational goals for a learning ar
ea/subject in basic education;
Objectives:
• Discuss the perceptions of educators about
significance of instructional objectives in pla
nning instructions;
• Prepare a chart showing the differences bet
ween educational goals and instructional obj
ectives;
Objectives:
• Describe the categories and levels of the obj
ectives of the learning domains by citing exa
mples;
• Explain the significance of the elements of in
struction in planning lessons;
Objectives:
• Identify the components of the ABCDs of writ
ing objectives and illustrate each one by for
mulating instructional objectives;
• Discuss the guidelines in formulating instruct
ional objectives; and
• Write instructional objectives for a learning a
rea using the instructional objectives in three
learning domains.
Educational Aims,
Educational Goals, and
Instructional Objectives
Educational Aims, Goals, and Instructional Objectives

The most general educational

Aims
objectives

The objectives of the school

Goals
curricula and courses

Instructional The objectives of units and

Objectives lessons
- Kellough and Kellough (2003)
 Instructional Intent
Broad Instructional Intent Specific Instructional Intent
• Educational aims • Performance objectives
• Educational goals • Behavioral objectives
• General objectives • Instructional objectives
“These are broad goals of instructi
on.”
Writing instructional intent begins by identifying the goals at a
broad level and then followed by the more specific objectives.
- Moore, 2005
Educational Goals
• contain the rationale of a learning area/subje
ct for a semester or academic year
• are prepared during the conceptualization of
a course on yearly planning
• long-ranged outcomes which give a sense of
direction to teachers in planning lessons
Educational Goals
Educational goals are broad statements of i
nstructional intent that describe the gener
al purpose of instruction.
Examples of Educational Goals
• To acquire knowledge about the geography
of the Philippines
• To develop an appreciation for Philippine cult
ure
• To develop enjoyment in reading Philippine li
terature
Instructional Objectives
• May be called “educational objectives” or “le
arning objectives”
• These are the specific actual behaviors expe
cted of students to perform during the condu
ct of the lesson.
Instructional Objectives
Instructional objectives are short-term, sp
ecific descriptions of what teachers are ex
pected to teach and what learners are exp
ected to learn.

- Eby & Judy, 2000

Significance of Instructional Objectives
1. Instructional objectives establish framewor
k for instruction and compel teachers to pr
ovide the environment and sequence of ac
tivities that will allow students to reach the
stated intent.

- Moore, 2005
Significance of Instructional Objectives
2. Instructional objectives help facilitate the ident
ification of what is expected of students at the co
nclusion of the study; serve as the basis for orga
nizing instructional activities and materials; deter
mine ways to assess student performance; and
serve as the performance level of accountability
for students.
- Lasley II et al., 2002
Significance of Instructional Objectives
3. Instructional objectives serve to focus atten
tion on important matters and thereby contrib
ute to student achievement; help to improve c
ommunication about tasks by translating gene
ral goals into more specific concerns; and ass
ist teachers in planning and testing for master
y. - McNeil & Wiles, 1990
Educational Goals
vs
Instructional Objectives
Educational Go
als

• general objectives whe

n planning a course as
a unit of study
Educational Go
als

• These are broad state

ments used to describ
e the purposes of the l
esson.
Educational Go
als

• These general instructi

onal intents are intangi
ble, abstract, and cann
ot be validated.
Educational Go Instructional Obj
als ectives

• general objectives whe • specify what learners s

n planning a course as hould be able to do
a unit of study
Educational Go Instructional Obj
als ectives

• These are broad state • These are specific stat

ments used to describ ements describing an i
e the purposes of the l ntended result of instru
esson. ction.
Educational Go Instructional Obj
als ectives

• These general instructi • These objectives are p

onal intents are intangi recise, tangible, concr
ble, abstract, and cann ete, and can be validat
ot be validated. ed.
Example:
Educational Goals
To acquire knowledge about the
geography of the Philippines
To develop an appreciation for
Philippine music
Instructional Objectives
With the use of a Philippine map, the
students will be able to locate the
seventeen regions in the country
within three minutes.
During a music lesson, the students
will be able to sing Philippine music
with the accompaniment of a guitar
or a piano.
Categories of Instructional O
bjectives
3 Categories of Domains
Cognitive Domain
• Cognitive domain deals with academic infor
mation and knowledge.
Cognitive Domain
The focus is upon what students will accom
plish intellectually by recalling facts, conce
pts, and generalizations; applying informati
on and concepts; synthesizing various conce
pts and generalizations; and making judgme
nt according to standards and criteria.
- Lasley II et al., 2002
Bloom’s Taxonomy
Affective Domain
In Bloom’s taxonomy, the objectives in this lev
el deal with attitudinal, emotional, and valuing
goals of learners.
 Characterizing
Organizing Higher Level

Valuing
Responding
Receiving Lower Level
 Be aware or willing to learn or listen
Receiving about an event.

Responding Participate in the event.

Accept or recognize the value of the

Valuing event by participating more.
Prioritize its importance with other
Organizing events.
Fully integrate it by participating in
Characterizing event regularly
Psychomotor Domain
Emphasized the developmental of motor skills
.
Developed by Harron and Moore (1972)
 Creating

Communicating

Manipulating

Moving
 Creating
Level 4 - Represents the students’ coordination of thinking,
learning, and behaving in all three domains

Communicating
Level 3 - Involves the communication of ideas and
feelings

Manipulating
Level 2
- Involves motor coordination

Moving
Level 1
- Involves gross motor narrow coordination
Elements of
Instructional Intents
Elements of Instructional Intents
1. Performance – refers to the specificatuions of what s
tudents are expected to do after receiving instruction.
2. Product – specifies what is to be and the result of stud
ent performance
3. Condition – establishes the conditions under whic
h the learner is to perform the prescribed action
4. Criterion – dictates the level of acceptable student
performance
Writing Behavioral Objectives
Guidelines in Writing Instructional Obj
ectives
1. Decide the kinds of learning outcomes tha
t you want to express in the objetive.
2. Determine whether a general or specific o
bjective is appropriate.
3. Consider the information that needs to be i
ncluded in the objectives.
Guidelines in Preparing Instructional In
tent Composing Four Elements
1. Spell out the performance that details the
actions that will be accepted as evidence t
hat the intent has been achieved.
2. Specify the product or what is to be produ
ced by student action.
3. Describe the condition under which the stu
dent action is to be expected.
Guidelines in Preparing Instructional In
tent Composing Four Elements
4. State the criteria of acceptable
performance you are describing how well
you want the student to perform.