2. Our goal is to empower teachers to write
clear and complete learning objectives for
their lessons and, if it is the case,
participate more actively in pre and post-
observation conferences .
3. In order to help teachers reach this goal, our
OBJECTIVE for this session is that, given
examples of clear and unclear objectives and
characteristics of well-elaborated objectives,
participants will be able to:
a) Identify the four characteristics of clear
objectives;
b) Write a clear objective for a specific lesson.
5. “ An objective is a description of a
performance you want LEARNERS to
be able to exhibit before you consider
them competent. An objective
describes an intended RESULT OF
INSTRUCTION, rather than the
process of instruction itself ”.
Mager, R. F. (1994). Preparing instructional objectives. Belmont, CA: Dandlake
6. Let’s see what you already know about
INSTRUCTIONAL OBJECTIVES: On
your handout you have a list of
objectives. Check the ones that are
clear and complete.
TASK 1TASK 1
7. Can you think of some
reasons for stating
objectives?
Let’s work in pairs.
TASK 2TASK 2
8. If you don´t know where
you are going, it is difficult
to select a suitable means
for getting there.
Did you mention...?Did you mention...?
9. They help us find whether the
objective has, in fact, been
accomplished.
10. Test items designed to measure
whether important instructional
outcomes have been accomplished can
be selected or created intelligently only
when those instructional outcomes have
been made explicit.
11. They provide students with a means
to organize their efforts toward the
accomplishment of those objectives.
12. OF OBJECTIVES
THE WHOTHE WHO.
Your objectives had better say,
“The students will be able to...”“The students will be able to...”
AUDIENCEAUDIENCE
14. An objective always
describes the importantimportant
conditionsconditions (if any) under
which the performance is
to happen.
CONDITIONCONDITION
15. Whenever possible, an
objective describes the criterion
of acceptable performanceacceptable performance by
identifying how well the learner
must perform in order for his
performance to be considered
acceptable.
DEGREEDEGREE
16. Now let’s go back to the
objective of our
workshop.
17. Our OBJECTIVEOBJECTIVE for this session is that,
given examples of clear and unclear
objectives and characteristics of well-
elaborated objectives, participants will
be able to:
a) Identify the four characteristics of
clear objectives;
b) Write a clear objective for a
specific lesson.
19. ... will be able to write a clear
objective for a specific lesson...
OBSERVABLE BEHAVIORSOBSERVABLE BEHAVIORS
... will be able to identify clear
objectives...
20. ... given examples of clear and unclear
objectives and characteristics of well-
elaborated objectives...
CONDITIONCONDITION
22. Our OBJECTIVEOBJECTIVE for this session is that,
given examples of clear and unclear
objectives and characteristics of well-
elaborated objectives, participantsparticipants willwill
be able to:be able to:
>> identifyidentify the four characteristics of
clear objectives;
>> writewrite a clear objective for a specific
lesson.
23. Given a list, find 9
verbs that show
OBSERVABLEOBSERVABLE
BEHAVIORBEHAVIOR
TASK 3TASK 3
24. An instructional objective describes
an intended outcome of instruction
rather than an instructional procedure.
An objective always states
performance, describing what the
learner will be doing when
demonstrating mastery of the
objective.
SUMMARYSUMMARY
25. To state an objective clearly, you will sometimes
have to state THE CONDITIONS you will
establish when students are demonstrating their
mastery of the objective. Here are some
examples:
• Given a list of irregular verbs …
• Given a set of guided questions …
• When participating in a role-playing situation …
CONDITIONCONDITION
26. • If you can specify the acceptable level of
performance for each objective, you will have a
standard against which to test your instruction.
Therefore, you will have the means for determining
whether your instruction is successful in achieving
your intent.
• You would know, and the student would know, the
quality of performance necessary to work for or
exceed in.
• What you must try to do ,then, is indicate in your
objectives what the acceptable performance is.
DEGREEDEGREE
27. TASK 4
Now look back at the list of
objectives you judged in the
beginning of this workshop.
Have you changed your mind
about any of them?
28. TASK 5
Now think about a lesson
you’ve taught recently and
write an instructional
objective for it.
