Pamphlet Designed for INSTRUCTIONAL OBJECTIVES

 

 

 

 

A PowerPoint Presentation of the Topic "Instructional Objectives"

A PowerPoint Presentation of the Topic "Instructional Objectives" :)

https://powerpoint.office.live.com/p/PowerPointView.aspx?FBsrc=https%3A%2F%2Fwww.facebook.com%2Fattachments%2Ffile_preview.php%3Fid%3D119909821686805%26time%3D1438870862%26metadata&access_token=100000082861986%3AAVJn9pPrqyPZZBlEZz0Yl-rUxP7dfGm9sJqbY7lm_v6GgQ&title=Instructional+Objectives.ET.pptx

Writing Objectives in Behavioural Terms

What the learner should be able to do at the end of teaching?

The structure of the educational or instructional objectives mainly consists of two parts

(i)                  The modification part

(ii)                The content part

The modification part- behavioral changes that are designated to the behavior of the learner through the related instruction or learning experience.

The content part- syllabus in particular and to the curriculum in general to be covered by the related instruction.

WRITING OF OBJECTIVES

• The nature of the objective, i.e. knowledge, application, etc.
• The area or domain of the behavior, i.e. cognitive, affective, etc.
• The specific content areas in which behavioral changes are planned to be brought, i.e. fundamental rights, means of irrigation, sources of energy, etc.

SEVERAL METHODS OF WRITING OBJECTIVES TERMS

• Robert Mager’s Approach
• Robert Miler’s Approach
• R.C.E.M. Approach

ROBERT MAGER’S APPROACH

     According to Robert Mager (1962), instructional objectives are best described in terms of the terminal behavior expected from the learners. He recommends the following things for the writing of the objectives;

• 1.       Identification of the terminal behavior or performance and its naming
• 2.       Description of the important conditions under which the behavior is expected to occur
• 3.       Specification of the criteria of acceptable performance (desired terminal behavior) by describing how good a learner’s performance must be for being acceptable.

     Mager’s approach has adopted Bloom’s taxonomy as starting base for the writing of objectives. He has sought the help of the associated action verbs for stating the different objectives. The verbs help in describing the outcomes of learning or the terminal behavior of the learner in a well-defined way (observable and testable)

A list of associated action verbs for the COGNITIVE DOMAIN

A list of action verbs for AFFECTIVE DOMAIN

Knowledge Objective

     Students state or will state (behavior) at last five (performance) fundamental rights out of the fundamental rights presented in the text (condition).

Skill Objective

     Using a pencil, colored pencil and an outline map of Haryan (conditions), each students will mark (behavior) all the districts of the state (performance)

Affective Objective 

     Students will describe (behavior) the two advantages/values (performance) derived from a pollution-free environment during the visit to an ideal village (condition)

     Let us illustrate it by writing objectives of teaching a particular topic/unit (duties citizens) of the subject social studies related to the affective domain.

Instructional objectives                   -              Writing in behavioral terms

of the affective domain

Receiving                                        - Students accept their duties as a citizen of the country

Responding                                     - Students write or list out the duties of citizen

Valuing                                           - Students demonstrate the duties of a citizen in their behavior

Organization                                   - Students establish relationship between various duties

MILLER'S APPROACH

For meeting the requirement of writing psychomotor objectives he forward his scheme based on skill analysis by outlining the following procedure:

1. Description of the indicator, indicating the relevant activity.

2. Descriptiong of the indication or stimulus that calls for a response.

3. Controlling of the object that is to be activated.

4. Desription of the activity to be performed.

5. The indication of the adequacy of responses or feedback.

R.C.E.M APPROACH

     The four categories of objectives (knowledge, understanding, application, creativity), have been divided into 17 mental processes or abilities. These processes or abilities are used for the necessary outline of the 17 frames or statements as follows:

1. Knowledge objectives

1.1 The learner is able to recognize...

1.2 The learner is able to recall...

2. Understanding objectives

2.1 The learner is able to see relationship between...and...

2.2 The learner is able to cite example of...

2.3 The learner is able to classify...

2.5 The learner is able to interpret...

3. Application objectives

3.1 The learner is able to reason out...

3.2 The learner is able to formulate hypothesis for...

3.3 The learner is able to infer about...

4. Creativity objectives

4.1 The learner is able to analyze

4.2 The learner is able to synthesize...

4.3 The learner is able to evaluate...

How to write objectives in R.C.E.M. Approach

1. Have in mind the entry behavior of the learner.
2. Think again the element of content or topic to be given to the learner.
3. Think again the teaching objective(s)
4. In view of the entry behavior, element of content and the particular objective, try to select appropriate mental process for writing the objective in question.
5. Make use of the 17 frames of the R.C.E.M. approach and fill in the blanks in view of the entry behavior of the learner and learning experiences given to him.

Example 1: Topic: Duties of a Citizen

1. Students are able to recall at least five duties of a citizen (knowledge)
2. Students are able to discriminate between rights and duties (understanding)
3. Students are able to infer about the duties of a citizen through their daily life activities (application)
4. Students are able to evaluate the contribution of the society or education in acquainting them with the duties of a citizen (creativity)

Conclusion Regarding Writing of Instructional Objectives
     The discussion held so far may help the pupil teachers in the task of formulating the desired instructional objectives related to the topics or sub units of their daily lessons. The question, however, arises in actual practice and conditions available for teachers training what type of behavioral changes part really expected in the behavior of the students through the teaching of the lessons in a particular subject. These changes falling in different domains of their behavior may generally be summarized as follows:

1. Students may acquire the knowledge and understanding of the facts,principles and ideas related to the topics and units of different branches of a particular subject of the school curriculum.
2. They may learn about the various skils related to the process and products of the subject like drawing skill, surveying skill, computational skill,etc.
3. They may be able to utilize the knowledge, understanding and skills related to the subject in their daily life.
4. They may develop proper positive attitude for the learning.
5. They may develop proper interest and appreciation for the facts related to the study of that subject.

Planning for Daily Lesson (Objectives)

1. Knowledge and understanding
2. skill
3. application
4. attitude
5. interest and appreciation

An Illustration of Writing Instructional Objectives

Topic: Our Solar System

Knowledge and understanding objectives

1. The pupils recall the names of the planets of the solar system.
2. The pupils tell the name of the planets which lie at the nearest and furthest distance from the earth.
3. The pupils recognize the name of planets and satellites.
4. The pupils recognize the position of the planets, moon, sun, and other members of the solar system in a amp of the solar system.
5. The pupils identify planets and satellites.

Skill Objectives

1. The pupils draw accurate and neat diagram showing the solar system and the occurrence of the solar or lunar eclipses.
2. The pupils calculate the time taken by the light from the members of the solar systems to reach earth and also their relative distances from the earth.

Attitude Objectives

1. The pupils don't accept the mythical stories for giving the reasons of lunar or solar eclipse.
2. The pupils accept his mistake in judging planets and other stars as small as they appear from earth.

Interest and appreciation objectives

1. The pupils how keen interest in visiting planetarium.
2. The pupils build a model of solar system.
3. The pupils write an article on solar system and eclipses in the school bulletin.
4. The pupils read relevant literature concerning solar system and universe in the library.
5. The pupils derive pleasure in knowing the solar system and its place in universe.

Students demonstrate (or will demonstrate) the following types of behavior after studying the topic "Our Solar System"

   After saying so we can then write the various objectives as

-recall the names of the planets of the solar system

-explain the difference between a planet and a satellite

-draw a neat diagram showing the solar system.

Taxonomy of Instructional Objectives

TAXONOMY means a system of classification.

-a teaching-learning process may be conceived as an attempt to change the behavior of pupils which respect to some subject matter or learning experiences.

3 Domains;

1. Cognitive (knowing)
2. Affective (feeling)
3. Psychomotor (doing)

Taxonomy of Objectives in the COGNITIVE DOMAIN

     It helps a teacher to keep him/her reminded that many and important high mental process beyond the acquisition of knowledge on the part of his/her students.

KNOWLEDGE- mainly call for recall and recognition.
Primarily aims for the acquisition of the knowledge concerning:

·         Specific facts, terminology, methods and processes, and

·         Generalized principles, theories and structures.

COMPREHENSION- its level is little higher thank knowledge. Basic understanding of the facts, ideas, methods, processes, principles or theories.

As a result, what is communicated to a learner, he may

·         Translate or summarize the communicated knowledge in his own words,

·         Interpret, i.e. cite examples, discriminate, classify, verify or generalize, and

·         Extrapolate, i.e. estimate or understand the use of knowledge and extend it to other subjects and fields.

APPLICATION- knowledge is useful only when it is possible to be applied. The application of an idea, principle or theory may be made possible only when it is grasped and understood properly. Under this objective, the learner is required to acquire the ability to

·         Make use of the abstract or generalized ideas, principles in the particular and concrete situations.

ANALYSIS- refers to an understanding at a higher level. The learner is expected to acquire the necessary skill in

·         Drawing inferences, discriminating, making choices and selection.

·         Separating apart the different components or elements of a concept, object or principle.

SYNTHESIS- aim to help the learner acquire necessary ability combine the different elements or components of an idea, object, concept or principle produce an integrated picture, i.e. a figure of wholeness.

As a result, he/she may be expected

·         Propagate or present a theory or principle by combining different approaches, ideas or view point.

·         He/she may arrive at something new or originate some novel thing or idea after.

EVALUATION- ability to make a proper value judgment about what has been acquired by him/her in the form of knowledge, understanding, application, analysis and synthesis. As a result, the learner is expected to take proper decision about the quantitative and qualitative value of a particular idea, object, principle or theory.

                                                                    

     Bloom and his associates wished to make use of the contents and learning experiences of a topic/unit/subunit of a subject in such a way that results in the desired behavioural changes in one’s cognitive domain.

Taxonomy of Objectives in the AFFECTIVE DOMAIN

Krathwohl, Bloom and Maria (1964) Taxonomy

RECEIVING (attending)

• a.       Awareness
• b.      Willingness to receive
• c.       Controlled or selected attention

     It is the inculcation of certain interests, attitudes, values or ideas, it is essential that the learner is made to receive or attend the desired ideas, events or objects.

RESPONDING

• a.       Acquiescence in responding
• b.      Willingness to respond
• c.       Satisfaction in response

     The responses here do not confine itself in just paying attention or arousal of a simple intention or desire of getting a thing, as in the 1^st category of receiving, but manifest themselves in the active behavior like obeying, answering, reading, discussing, recording, writing and reacting to a stimulus.

VALUING

• a.       Acceptance of a value
• b.      Preference for a value
• c.       Commitment

     Learners are drifted towards taking value judgment about that thing, idea or event. Here the learner is expected to imbibe a definite value pattern towards different ideas, events and objects.

ORGANIZING

• a.       Conceptualization of a value
• b.      Organization of a value system

     The construction of relatively enduring value structure in the learner by organizing and synthesizing the different value patterns imbibe by him/her from time to time. This category of objective leads the learner to form set value structure or philosophy of life.

CHARACTERIZING BY A VALUE OR VALUE COMPLEX

• a.       Generalized set
• b.      Characterization

     It is the highest level in the categories of the objectives. The learner is able to imbibe all the essential effective behavior, i.e. interests, attitudes, values, value complex or value patterns, a permanent set value structure. The learner is destined to imbibe typical characteristics of his individual character, i.e. lifestyle of his own. In fact, it is the end point or ultimate goal of the process of education.

      It may also be observed that although it is possible to reach all the levels or cover all the categories mentioned in this classification through the teaching of a particular topic or subject belonging to the school curriculum, yet the task of reaching the two cup levels of the affective domain(i.e. organization and characterization by a value) is not so simple. In practice, usually it yields to be a life-long task effectively mastered by a only few adults in their lives.


Taxonomy of Objectives in the PSYCHOMOTOR DOMAIN

Harrow (1972) Taxonomy

1. REFLEX MOVEMENTS: Reflex movements may be considered as the involuntary motor responses to various stimuli in the environment. They are largely controlled by the autonomous nervous system. Examples,

• jerking of hands
• closing of eyelid
• stretching of the arms

2. BASIC FUNDAMENTAL MOVEMENTS: It represents the simple basic movements of the body almost requiring the serious attempts or skilled practice for their occurrence. In the late years of his/her life, these movements are made as a result of obeying certain kinds of orders. Examples;

• kneeling
• creeping
• stumbling
• walking
• jumping
• moving hands and neck

3. PERCEPTUAL ABILITIES: Whatever is perceived by one's senses becomes an ignition point for his motor behavior. Such type of behavior is learned behaviour. It is always acquired through experience and systematic training. As a result;

• the learner is able to derive useful meanings out of the exposure of their senses to various stimuli in the environment.

4. PHYSICAL ABILITIES: For an effective motor behavior, there is an urgent need of the development of desirable physical abilities. Therefore, this category of objectives aims to develop the various physical abilities of the learners like;

• tolerance to stand against rough weather
• to do hard labour
• to carry heavy load
• to bend an article
• to demonstrate one's physical power in starting, stopping or running an object or machine.

5. SKILLED MOVEMENTS: Skilled movements are those complex bodily movements which help in performing skilled tasks. These movements can be acquired through an organized and systematic learning process. The development of the abilities concerning such skilled movements depends upon the development of the motor abilities described under all the earlier four categories. Examples;

• dancing
• diving
• driving
• playing musical organs
• skating
• typing
• swimming
• tailoring

6. NON-DISCURSIVE COMMUNICATION:The bodily movements are hereby integrated with inner feelings and effective behavior of the learner. In this way, non-discursive communication may be defined in terms if the overt behavior activities related to the communication of affective behavior feelings and emotions. This communication may range from a simple behavior expressed through posing or facial expression to a complex behavior performed through a highly sophisticated;

• classical dance
• sketching
• painting
• acting

An Alternative Taxonomy of PSYCHOMOTOR OBJECTIVES

Dr. R. H. Dave (1969) Taxonomy

IMITATION

•  Impulsion
• Overt repetition

     The student feels an inner push or an impulse (by having an inner rehearsal of the psychomotor activities) to imitate the action. It is followed by the overt-repetition (imitation) of the demonstrative behavior. Example;

1. Drawing or surveying skill in social studies, the task begins with the imitation of observed facts;
2. The child observes the demonstrated behavior related to drawing of a map outline, measurement of latitude and longitude on a globe.

MANIPULATION

• Following direction
• Selection
• Fixation

     It emphasizes manipulation on the part of the learner for the acquisition of skills by following directions, performing selected action and fixation of performance through necessary practice.

PRECISION

•  Reproduction
• Control

     The learner is able to perform skilled acts or activities with a desired level of precision (accuracy, exactness and right proportion) and as such may be said to reach a higher-level or refinement in reproducing a given act or skilled task.

ARTICULATION

• Sequence
• Harmony

     The learner becomes capable of coordinating a series of acts by establishing appropriate sequence and accomplishing harmony or internal consistency among different acts.

NATURALIZATION

• Automatism
• Interiorization

     One can now perform a single act or a series of articulated acts with a greater refinement, ease and convenience as automatic and naturally as possible.

Formulation of Teaching or Instructional Objective

Instructional Objectives

     A group of statements formulated by a teacher for describing what the pupils are expected to do or will be able to do once the process of classroom instruction is over.

Instructional Objectives with General AIMS and General OBJECTIVES of Teaching a Subject

GENERAL AIMS

• long-ranged ultimate goals
• may not be achieved for many years after schooling (others may never be fully achieved)
• less specific
• much wider than the classroom instructional objectives

GENERAL OBJECTIVES

• short term
• definite goals or purposes attainable within the specified classroom resources
• more specific

RELATED TO INSTRUCTIONAL OBJECTIVES

• quite narrow and specified
• definite, tangible, precise and functional
• formulated in the usual classroom teaching within the stipulated period of fixed duration.
• attainment is quite possible within the educational structure and means.