Objective based teaching

What do learners/students need to know in order to derive maximum

benefit from the educational experience?
NB
• Differentiate between goal and aim
• Differentiate between aims and objectives
• Describe Bloom’s Taxonomy of Educational Objectives
• Elaborate revised Bloom’s taxonomy
• Explain the aims and objectives of teaching Natural Sciences
• Discuss the significance of taxonomy of educational objectives
• Define and explain the meaning of instructional objectives with
examples
• Formulate instructional objectives in behavioural terms
Goal, aim and objective
• Goal is the ultimate target that an individual wishes to achieve in
his/her life. It is very broad, long term and takes years to achieve
• Aim: more specific than goal and help in achieving the set goal. Can
be middle to long term
• Objectives: short term targets which are specific in nature and can be
achieved in less time. They are short term planning, execution and
evaluation which help in achieving the aims in an effective way
Cognitive domain and its classification
• Bloom’s taxonomy of the Cognitive Domain
• Includes objectives of teaching and learning related to mental
exercise and intellectual abilities, factual knowledge, conceptual
understanding and higher order thinking
• Has knowledge based goals
• Contains 6 major categories arranged in hierarchical order based on
complexity of tasks or operations
 Original Terms New Terms

• Evaluation •Creating
• Synthesis •Evaluating
• Analysis •Analysing
• Application •Applying
• Comprehension •Understanding
• Knowledge •Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Remembering (Knowledge)
• The first and lowest level of cognitive domain
• Knowledge represents memory and constitutes recall and recognition
of various facts, concepts, principles
Understanding (comprehension)
• Develops only after the development of knowledge in any particular
area of study
• Learner is expected to go beyond the level of recall and recognition
• After having developed the level of comprehension on any content
area, the learner becomes capable of translating, summarizing,
defining, interpreting, extrapolating…
Applying (Application)
• After having developed knowledge and comprehension of any
concept, the learner is able to apply them in his day-to-day life
• Application of any concept, theory, principle or law is impossible
without its knowledge and comprehension
• The learner should therefore be able to solve problems
Analysing (analysis)
• Learners develop the potential to break the whole into its various
components or constituents, and detect the relationship and
organization of various parts
• Similarly, they can break a theory into its various inherent facts,
concepts and principles
• 3 tasks to perform when analysing:
• Analysis of the elements, constituents or parts of whole
• Analysis of the relationship among various parts
• Analysis of the organizational pattern of the constituents to make a whole
Creating (Synthesis)
• Process of putting together various elements or parts to make a
whole
• Involves creation of a new pattern or structure by manipulating
various constituents
Evaluating (evaluation)
• Process of judging the worth or value of an idea, object, process or
product
• Includes facts, concepts, principles, theories and laws of natural
sciences
Affective aims and objectives
• Development of scientific attitude (curiosity, open-mindedness, critical
thinking, respect for others, tolerance, empathy, objectivity and precision……
• Training in scientific method
• Developing interest in natural sciences
• Development of appreciation towards NS findings and new
developments
• Developing suitable career interest
• Helping learners to make a balance between science, technology and
society
Affective domain and its classification
• Related to emotions and development of those aspects of personality
influenced by the heart than by the mind
• Includes the development of attitudes, values, interests,
appreciations, feelings, likes and dislikes towards something
• Krathwohl classified affective objectives into 5 groups
Receiving
• Learner’s willingness to attend to a particular phenomenon or stimuli (e.g classroom activity…
• Ability and inclination of an individual to receive information
• Includes attention, awareness, willingness of an individual towards something
• Develops readiness towards listening, seeing, and any kind of activity
• These are preconditions of learning, personality development, imbibing culture and values
• It means sensitizing a child to stimuli or phenomena
• E.g: to develop in a learner’s values, positive attitude towards something, you need to make the
child receptive, i.e. ready to receive whatever you want him to listen, do or observe
• This requires the teacher to make the learner motivated towards some task. A receptive learner
will be aware of science centres, information centres, science clubs, libraries, science journals
• NB: listen, pay attention to, interested, follow
• Learners are willing to follow the rules of the lab
• Verbs: Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to,
selects, sits erect, replies,
Descriptive Activities:
• Listens attentively
• Shows awareness of the importance of learning
• Shows sensitivity to social problems
• Accepts differences of race and culture
• Attends closely to the classroom activities
Question/Statement Verbs:
Responding
• Learner’s active participation, finding satisfaction in responding
• Regularity and punctuality in attention and motivation leads to responding
• Represented by interests which is a tendency to a particular object, event or situation
• Receiving and responding form a two-way communication process that facilitate teaching and
learning
• When a teacher teaches or discusses a lesson, the learners listen attentively and respond in
terms of reflection and share their experiences
• They participate in class discussions, question new ideas, concepts, models, etc. in order to fully
understand them. They know the safety rules and practice them
• NB: participate, discuss, answer, report, ask, label, tell
• E.g: learners respond in classroom and interact with the teacher and classmates, visit science
centres, museums etc. They participate in science quizzes, fairs, excursions
• Learners discuss the lab results determining …….
Responding cont…
Descriptive Activities:
• Completes assigned homework
• Obeys school rules
• Participates in class discussion
• Completes laboratory work
• Volunteers for special tasks
• Shows interest in the subject
• Enjoys helping others
Question/Statement Verbs:
Answers, assists, complies, conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, tells, reports, selects, writes
Valuing
• During the process of receiving and responding, an individual is naturally
inclined towards making a judgement about things s/he is concerned with
• The objective expects learners to understand the value of respect for a belief
or an assumption that an idea, or a particular way of thinking has value
• They respond and attend to teachers differently
• They analyse various qualities observed in their teachers, and accordingly
develop values based on their preference, acceptance and commitment
• NB: select, support, reflect, coordinate, convince, argue, consider
• Learners participate in collecting used materials towards….
Valuing cont…
Descriptive Activities:
• Demonstrates belief in the democratic process
• Appreciates good literature
• Appreciates the role of science in everyday life
• Shows concern for the welfare of others
• Demonstrates problem solving attitude
• Demonstrates commitment to social improvement
Question/Statement Verbs:
• Completes, describes, differentiates, explains, follows, forms, initiates, invites,
joins, justifies, proposes, reads, reports, selects, shares, studies, works
Organization
• Through the process of valuing, the individual imbibes various values from
time to time
• He analyses different imbibed values and finally constructs relatively enduring
value system by organizing and synthesizing them
• A system of values forms the complex behaviour represented by general
behaviour, a code of conduct
• This leads to the formation of a set value structure or philosophy of life in the
individual
• It helps the individual in making decisions about conduct in real life situations,
and forming opinions on major issues of social or personal importance
• NB: organize, relate, change, maintain, integrate, formulate
Organization cont…
Descriptive Activities:
• Recognizes the need for balance between freedom and responsibility in a
democracy
• Recognizes the role of systematic planning in problem solving
• Accepts responsibility for own behavior
• Understands and accepts own strengths and weaknesses
• Formulates a life plan in harmony with his abilities, interests, and beliefs
• Question/Statement Verbs:
• Adheres, alters, arranges, combines, compares, completes, defends, explains,
generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates,
synthesizes
Characterization of values or value complex
• At this stage, the individual develops a set of values, attitudes and
beliefs for himself that helps in building his character and gives shape
to his philosophy and total personality
• This changes with age, experience
• NB: actualize, adjust
• Learners reject authoritarian attitudes in the lab working group
Characterization of values
Descriptive Activities:
• Displays safety consciousness
• Demonstrates self reliance in working independently
• Practices cooperation in-group activities
• Uses objective approach in problem solving
• Demonstrates industry and self discipline
• Maintains good health habits
Question/Statement Verbs:
• Acts, discriminates, displays, influences, listens, modifies, per forms,
practices, pro poses, qualifies, questions, revises, serves, solves, uses, verifies
Psychomotor aims and objectives
• Teaching natural science aims to develop various skills not only in
science, but in all spheres of life e.g
• Observation skill
• Manipulative skill
• Experimental skill
• Problem-solving skill
Psychomotor domain and its classification
• Includes those objectives of education which deal with manual and motor skills, i.e.
taxonomy of psychomotor domain has skill-based goals
• When drawing, dissecting, connecting etc…a certain part of your body is in motion
• It includes all manipulative skills
• For any motor activity, psychological readiness is an essential condition
• If an individual is psychologically ready, s/he will also be mentally ready and act on
the desired skilled work
• Any function that we perform is a result of neuro-muscular coordination
• As the level of coordination increases, the action becomes more rapid, precise and
natural
• Dave’s classification of the taxonomy of psychomotor domain
Initiation-observation/ Observation-initiation
• For performing any skill, be it experimenting, setting the microscope, writing or drawing…learners
need psychological preparation
• At the beginning, learners hesitate to initiate a process
• A learner may be highly motivated to begin the process, but starting the process will always be the
foremost step in developing a skill
• If a learner is not interested, motivated to perform the task s/he needs to be motivated by any
means including dialogue, discussion, reward etc
• In this case, initiating is the first step towards the development of the skill
• On the contrary, a child observes a task being performed and develops an inclination towards it
• Hence, s/he is psychologically ready to learn that task and takes the initiative
• In this case, observation is followed by initiation
• Overall, to develop a skill in a child the process starts from initiation-observation or observation-
initiation
Observation-manipulation
• After the learner is ready to take initiatives, s/he observes others
performing that particular skill, and manipulates tools and techniques to
reproduce or copy that skill on his own
• Observation and manipulation goes hand in hand and thus, the learner
improves in performing the skill
• More observation and manipulation leads the individual towards perfection
• During this process, the learners:
- follow direction
- perform selected steps or actions, and
- correct their performance through necessary practice
Precision
• By repeated observation and manipulation, a time comes when the
learner is able to perform the skill or activity with a desired level of
precision, i.e. accuracy and exactness
• The learner reaches at a higher level of refinement
• During this journey of manipulation to precision, the learner takes
care of the following steps:
• Controlling his faults
• Eliminating errors
• Finally, reproducing the desired skill with precision
Articulation
• At this level, the learner brings some novel attributes to his skill in
addition to the following:
• Sequencing, i.e. coordination of a series of acts by establishing appropriate
sequence
• Harmony, i.e. accomplishing harmony or internal consistency among different
actions
Naturalization
• The final and highest level in skill development
• At this level of proficiency, the act becomes automatic
• Individual performs with the highest degree of refinement, ease and
convenience as natural as possible
• It looks like an effortless performance
Formulation of instructional objectives/ writing
specific objectives in behavioural terms
• Specific objectives are written in behavioural terms by using action
verbs so that after teaching-learning process, the teacher can observe
and measure the behavioural changes in learners
• Through observation and measurement of behavioural changes, not
only evaluate learner achievement but also other aspects of teaching
and leaning such as :
• method of teaching,
• teacher effectiveness,
• content in relation to the age and intellectual level of learners
Topic: Parts of the Flower

• Objectives: At the end of the lesson, provided with a chart, and input
sheets, the learners are expected to:
• Cognitive: identify the parts of the flower;
• Psychomotor: color code the parts of the flower with the appropriate
label using coloring materials; and
• Affective: appreciate the value of flowering plants by suggesting ways
of taking care of them.