EDU555 CURRICULUM AND INSTRUCTION

WEEK 9

INSTRUCTIONAL OBJECTIVES

Instructional Objectives

0 To start teaching: teacher must be guided by instructional objective, followed by strategies and tools to accomplish the task, and then evaluate the outcomes

Instructional Objectives

0 Objectives: desired outcomes of learning

0 Purpose:

Defining the intents of an educational plan

Helping teachers to plan steps necessary to achieve plan

Helping students to know what is expected of them at the end of the program

Instructional Objectives

Helping teachers, administrators and society to assess the products of the system

Statement that described the teacher’s intent about how students should change

Mager format of instructional objectives

0 Robert Mager (1962) ‘Preparing Instructional Objectives’

0 Objectives must be OBSERVABLE and MEASURABLE

0 ‘BEHAVIORAL OBJECTIVES’

Mager format of instructional objectives

0 Robert Mager (1962) suggested that objectives of learning need to be specific in term of:

1) Student behaviour

- What the learner will be able to do when he has mastered the objectives

Mager format of instructional objectives

- What learner will be doing or behavior the teacher will accept as evidence that the ‘objectives’ have been achieved

- using verbs that denote observable action

- “at the end of the lesson, the students should be able to identify….”

Mager format of instructional objectives

2) Testing situation

- Under what conditions he will be able to do it

- The condition under which the behaviour will be observed

- ‘given the blank world map students should be able to locate the 5 active volcanoes’

Mager format of instructional objectives

3) Performance criteria

- To what standard he will be able to do it

- The standard of the performance level defined as acceptable

- indicating correctness, speed, rate of response

- ‘given the blank world map students should be able to locate the 5 active volcanoes’

Mager format of instructional objectives

0 use precise words – that are not open to many interpretations

0 Link the 3 parts together when writing the behavioral objectives

0 Start by stating students behaviours, condition and performance

Less precise words

- To know

- To understand

- To appreciate

- To enjoy

- To feel

- To appreciate

- To thank

Precise words

Examples :

- state

- list down

- identify

- compare

- calculate

- draw

- name the…

- colour the..

- measure

- solve

- match the..

Mager format of instructional objectives

Criticisms:

1) Not practical difficult to write

2) Difficult to accomplish the kind of specificity

3) Becomes unmanageable for teachers to write because too many objectives and specificity

Instructional Objectives

0 Grondlund (1970) suggested there are 2 levels of objectives:

1) General objectives

2) Specific objectives

Instructional Objectives

0 General instructional objectives must be followed by a sample of specific behavioral outcomes

0 Teaching may be directed towards achievement of the general objectives

Instructional Objectives

0 Specific objectives may form the basis for testing and assessment

Bloom’s Instructional Objectives

0 There are different types of behaviours can be specified in writing the instructional objectives

0 Y??

0 Learning outcomes are varied and may be classified into different categories

Bloom’s Instructional Objectives

0 Benjamin Bloom (1956) proposed the most helpful guides for the behaviour classification

0 He created a scheme that classifies instructional objectives in a systematic way

Bloom’s Instructional Objectives

0 He divided the objectives into 3 domains:

1)Cognitive domain : knowing fact and information

2)Psychomotor domain: performing physical skills

3)Affective domain: exhibiting personal attitudes

Bloom’s Instructional Objectives

COGNITIVE DOMAIN

- Divided into 6 levels (from simple complex)

1) Knowledge

- k/l of specifies

- Ways / mean of dealing with specify = classification, category

2) Comprehension

- Related to translation,

interpretation,

extrapolation of

materials (e.g.

interpret a table)

- E.g. u/s an essay,

summarizing

Bloom’s Instructional Objectives

3) Application

- Involves the use of abstraction in particular situation

- E.g. able to apply a mathematical formula

- Involves- figuring, reading, handling equipment

4) Analysis

- Breaking up a whole into parts

- E.g. Body brain section of brain neuron

Bloom’s Instructional Objectives

5) Synthesis

- Putting parts together in a new form

- E.g. producing an original piece of art

6) Evaluation

- Judging in term of internal evidence and logical consistency

- E.g. an essay using their own opinion

Bloom’s Instructional Objectives

PSYCHOMOTOR DOMAIN

0 6 classifications:

1) Reflex movement- involuntarily response

2) Fundamental movement – crawling, biting

3) Perceptual abilities – watching, exploring, catching

4) Physical activities

5) Skilled movement- typing, skating

6) Non-discursive communication- ability to comm. through body language

Bloom’s Instructional Objectives

AFFECTIVE DOMAIN

0 5 categories:

1) Receiving (student is aware)

2) Responding

3) Valuing (involve in some experiences)

4) Organizing (integrated new set of values in his value)

5) Organization by value (acts consistently according to the value)

Bloom’s Instructional Objectives

AFFECTIVE DOMAIN

- participate, choose, show, demonstrate

- “at the end of the class, the students will able to show concern for safety”

0 Within each of 3 domains, there are different levels of behaviours (simple to complex hierarchical order)

0 The entire classification system is called “taxonomy”

CRITICISM ON BLOOM’S TAXONOMY

1) He classifies the objectives from simple to complex – lead to misinterpretation – some may consider simple knowledge is not important

2) Hierarchical ordering – it does not fit all knowledge equally