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Chapter 3: Setting Goals
and Objectives
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Chapter Three Objectives
After completing chapter 3, students should be able to do the following:
1. State valid rationales for stating instructional goals and objectives.
2. Contrast the terms educational goals, informational objectives, and instructional objectives.
3. Prepare (write) educational goals.
4. Describe the four components that make up a properly written instructional objective.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Chapter Three Objectives—Continued
5. Describe the three domains of learning.
6. Classify objectives into cognitive, affective, and psychomotor domains and rate them as higher- or lower-level within each domain.
7. Prepare (write) informational objectives and instructional objectives at different levels of cognitive, affective, and psychomotor sophistication.
8. Describe the backward design approach to stating instructional intent.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Objective
• Statement that Describes what Students should be able to do after Instruction.
• Emphasis is on Student Performance/Outcome..•• Approaches to Writing Objectives:Approaches to Writing Objectives:
1.1. Robert Mager (1997)Robert Mager (1997)2.2. Norman Gronlund (1999)Norman Gronlund (1999)
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
An Example of a Mager Objective
─ Given 3 minutes of class time, the student willsolve 9 out of 10 addition problems of the type: 5 + 4 =
• Criterion: 9 out of 10 Addition Problems
• Performance: Solve Solve
• Conditions: Given 3 minutes of class time
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
An Example of a Gronlund Objective
─ The student can perform simple addition:
Specific
Behaviors
General Statement
• Can Define what Addition Means.
• Can Define Relevant Terms: Addend and Sum
• Can Solve Problems of the Type 5 + 4__
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Rationale for Objectives
── FrameworkFramework for Instruction and Evaluation. ─ Identifies General StrategiesStrategies and Activities Activities for
Instruction. ─ Identifies Skills Skills that Learners must be Manifest as a
Result of Instruction. ─ Instructional Expectations Expectations Made Clear. ─ Facilitates Teacher Accountability. Teacher Accountability.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Continuum of Specificity of Goals to Objectives
•• Educational Goals: Educational Goals: − Broad. − Need Extended Period of Time. − Internal Changes—Non-observable.
•• Informational Objectives:Informational Objectives:− Student Performance. − Product/Outcome.
•• Instructional Objectives:Instructional Objectives:− Highly Specific − Performance.− Product. − Conditions. − Criterion.
Low Specificity
High Specificity
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Some Illustrative Verbs for Writing Goals
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Which statements are NOT Examples of Instructional Instructional Objectives?
1. The students will expand their leisure activities. 2. The students will develop good health habits. 3. The students will be able to compute the current in a series or
parallel circuit.4. The students will formulate an appreciation for all people. 5. Given the voltage and resistance, the students will be able to
calculate the current in a series and parallel circuit with 100 percent accuracy.
6. The students will develop good ethical character.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Answers—Appear in Bolded BlackBolded Black
1.1. The students will expand their leisure activities. The students will expand their leisure activities. 2.2. The students will develop good health habits. The students will develop good health habits. 3.3. The students will be able to compute the current in a series The students will be able to compute the current in a series
or parallel circuit.or parallel circuit.4.4. The students will formulate an appreciation for all people. The students will formulate an appreciation for all people. 5. Given the voltage and resistance, the students will be able to
calculate the current in a series and parallel circuit with 100 percent accuracy.
6.6. The students will develop good ethical character. The students will develop good ethical character.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Four Components of Instructional Objectives
1. Performance.2. Product. 3. Conditions.4. The Criterion.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Illustrative Verbs for Writing Informational and Instructional Objectives
A add adjust analyze arrange B build C calculate choose circle classify compare construct contrast D define describe draw
E explain G graph I identify L label list locate M measure N name O operate order
P pick point pronounce R read recite run S select sing sort state U underline W write
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Identify the Four Parts of this Instructional Objective
Given a list of 12 words, students will underline all of the six verbs.
Quiz on Objectives
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Answers to the Quiz
• Performance: Underline.•• Product: Product: All of the Six Verbs. Six Verbs. •• Conditions:Conditions: Given a List of 6 Verbs. •• Criterion:Criterion: Must have Six Verbs Underlined.
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
The Three Domains
Affective
Cognitive Psychomotor
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Cognitive Domain
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Affective Domain
Attitudes,Feelings, and
Emotions
Attitudes,Feelings, and
Emotions
ReceivingReceiving Valuing Valuing Organization Organization RespondingResponding
Characterizationby a Valueor ValueComplex
Characterizationby a Valueor ValueComplex
(Low )
(High)
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Psychomotor Domain
4. CreativeMovement
4. CreativeMovement
3. OrdinateMovement
3. OrdinateMovement
2. GenericMovement
2. GenericMovement
1. FundamentalMovements1. Fundamental
Movements
PsychomotorDomainrPsychomotor
Domainr
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Backward Design Approach
Essential Questions
Enduring Understandings
Questions help students take an Inquiry Approach toward
learning experiences.
Questions help students take an Inquiry Approach toward
learning experiences.
Example:
An underdstanding of the digestive system by 5th graders
Example:
An underdstanding of the digestive system by 5th graders
Starting at the END
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives
Reflection
Based on your reading of this Chapter, how would you communicate your ObjectivesObjectives to your class?
Effective Instructional Strategies Chapter 3: Setting Goals and Objectives