Writing Instructional Objectives


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I created this detailed Design Document when I co-taught an Instructional Design and Delivery class at UC Santa Cruz Extension Program. Amongst other topics I taught a module on “Writing instructional Objectives.” This module consisted of two lessons:
Lesson 1 – Instructional Objectives
Lesson 2 – Objectives and Training Activities
Based on the average Learners' profile, which in this case was:
- Adult Learners
- Little or no Instructional Design knowledge and experience
- Varying goals for taking the class; looking for career change / growth or changing job roles etc.

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Writing Instructional Objectives

  1. 1. Instructional Design and DeliveryClassUC Santa Cruz Extension ProgramMarch 20 – April 10, 2010
  2. 2. This course design includes Hi-level and Detailed-design for one moduleconsisting of two lessons and is based on the following information:Ø Who?Audience consists of students at UC Santa Cruz Extension Program with little/ limited or no Instructional Design knowledge and experienceØ What?Module – Instructional ObjectivesLesson 1 - Writing Instructional ObjectivesLesson 2 - Objectives and Training ActivitiesØ Where?The class will be held at the UC Santa Cruz Extension Program campus inSanta Clara, CAØ When?The class will run for 3 days on the following dates:- Saturday, March 20- Saturday, March 27- Saturday, April 10The class runs from 9:00 a.m. to 5:00 p.m. on each dayØ Why?To have participants discover and design instructional events and programsusing different instructional design models and best practices.Ø How?This course will be taught as an Instructor-led in class training.
  3. 3. Lesson 1 - Instructional ObjectivesHigh Level Design PlanPurposeIntroduce the class to instructional objectives so that they can define and writeclear, concise and meaningful instructional objectives.ObjectivesAt the end of this section the participants will be able to:• Define instructional objectives• Distinguish between general instructional objectives (GIO) and specificinstructional objective (SIO).• Identify the three parts of an instructional objective.• Create objectives that are clear statements of what the learner is intendedto do as a result of the instruction.Timeline – Total 80 minutes• Definitions – 10-15 minutesØ Lecture / explanation• GIOs and SIOs – 20-25 minutesØ Review materialØ DiscussionØ Quick / short exercises• Activity – 40 minutesØ Doing the activity – 40 minutesØ Discussing the results with the classParticipants are strongly encouraged to share opinions, experiences andanything else that would be valuable contribution on the topic for the class.
  4. 4. Detailed DesignDefinitionsInstructional Goal - At the course levelGoals are broad generalized statements about what is to be learned over all fromthe instruction. Can also be called a general statement and will be linked to theorganizational need.Instructional Objectives - At the module / topic / section levelGeneral Instructional Objective (GIO) – A general statement that describes thebehavior and final action the learner will be able to do as a result of the entiremodule or section of instruction.Specific Instructional Objective (SIO) – A specific statement that describesmeasurable and observable behavior and action that the learner will be able todo to achieve the GIO.• Action – What? What action should the participant perform todemonstrate learning• Condition – How? Under what circumstances will the participants be ableto perform the action.• Criteria – How much? Specific criteria that need to be satisfied / fulfilled tobe considered for successful learning. This is in specific measurableterms. For E.g. 80% of answers have to be correct.=> Do we need all three – action, condition, and criteria in every objective?Review Page 4-15 of the manual – (GIOs, SIOs – hierarchy etc.)
  5. 5. ExercisesExercise 1 - For the objective below, underline the action.From memory, identify five important features of tool ABC.________________________________________________________________Exercise 2 – For the objective below, underline the action (one line) andcondition (two lines)After viewing a demo on using tool ABC, complete the hands-on exercises onpage five of the manual.________________________________________________________________Exercise 3 – For the objective below underline the action (one line), condition(two lines) and criteria (three lines)Having completed the hands-on exercises, check the answers with the answerssection. You should have 8 out of 10 correct to proceed to the next section.________________________________________________________________Typical problems encountered while writing objectivesProblem Error TypeVast / complexobjectivesThe objective is too broad or there are multiple objectivesstatedMissing action /condition / criteriaThe action / condition / criteria are missing or not statedclearlyAny other ?Review Page 4-16 of the manual
  6. 6. Quick Self QuizHow well do you know goals and objectives (taken fromhttp://www.personal.psu.edu/bxb11/Objectives/Objquiz.htm and adapted for thisclass)1. A good objective containsa. An actionb. An action, a condition, and a criteriac. Some way the students learn what they did2. What should a goal contain?a. Broad generalized statements about what is to be learnedb. Specific narrow statements about what is to be learnedc. An action, a condition, and a criteria3. What should a well written objective show youa. Covert student behaviorb. Specific, measurable, observable student behaviorc. How to teach the subject4. What is the objective missing? “The student will be able to run the 100yard dash in less than 50 seconds.”a. Actionb. Conditionc. Criterion5. What is the objective missing? Given the appropriate text, the student willrecite a famous poem from the text.a. Actionb. Conditionc. CriterionReview pages 4-17 – 20 of the manual
  7. 7. Writing Objectives – ActivityMaterials needed• Scenario sheets distributed to each group• Flip chart or /and board (depending on number of groups we may needboth)• MarkersActivityDivide participants into groups of 3’s. Each team will be given a scenario sheet.The sheet will have the information and details of the training for which they haveto write a GIO and at least two possible SIOs. Use the flip chart / board to writethem down. Once all are done, each team can share their scenario, explain theirGIO and SIOs. Have class share their thoughts and discuss the writing process.Assumptions – All training scenarios are for instructor-led in class training.Scenarios1. Creating HR new hire orientation training2. Teaching a group of seniors on using Amazon to buy books and otherproducts through Amazon3. Health educator training parents on dealing with allergies in childrenScenario 1New Hire Orientation TrainingYou are the HR Manager for XYZ Corporation. Part of your job is to manage thenew hire orientation. You run this event every other Monday morning and it isthree hours long. You typically have about 10 participants in each session andthey can be a variety of different people (age, qualifications etc. etc.). Recent HRpolicy changes within the company require you to create documentation on allHR trainings. One part of the documentation is to write in-detail whatparticipants will learn as a result of the training.Use your imagination as to what could be covered in the new hire orientation andwrite the GIO and at least two SIOs (you are welcome to write more than two).
  8. 8. Scenario 2Buying products on AmazonYou are an instructor at the Community Adult Education center. Amongst themany computer-related classes that you teach, for the first you have been askedto teach a class on buying products from Amazon.com. Your audience isprimarily lower middle class seniors who have very limited or no knowledge onbuying products online. Your manager wants to create a two-hour hands-ontraining session.Use your imagination as to what could be covered in the “Buying products onAmazon” training and write the GIO and at least two SIOs (you are welcome towrite more than two).Scenario 3Training parents on dealing with children AllergiesYou are a health educator at the hospital. You specialize in training classes forparents in dealing with various health issues they may experience with smallchildren. This time you have been asked to create a three-hour training sessionon how parents can deal with food allergy issues in small children. Theassumption here is the parents are participating in this training because theyhave children / family with severe allergies and are feeling helpless in dealingwith the allergies. This training is a basic introductory level class.Use your imagination as to what could be covered in the “Training parents ondealing with children Allergies” training and write the GIO and at least two SIOs(you are welcome to write more than two).
  9. 9. Lesson 2 – Objectives and Training ActivitiesHigh Level Design PlanPurposeTo have participants create and sequence training activities in order to achievethe Specific Instructional Objectives (SIOs).ObjectivesAt the end of this section the participants will be able to:• Identify preferred activities based on learning styles.• Define and develop learner and trainer activities based on the SIOs.• Sequence various activities to maximize the learning and achieve theSIOs.Timeline – Total 40- 50 minutes• Learning styles and preferred activities – 5 minutesØ Open DiscussionØ Brief review of material – page 5-6• Developing and Sequencing activities – 15-20 minutesØ Share views of different learner and trainer activitiesØ Sequencing guidelines for activities• Activity – 20-25 minutesØ Doing the activityØ Sharing the outcome with the class
  10. 10. Detailed DesignParking Lotð Think of a time when you were a participant in a training program andwrite on a piece of paper:o You enjoyed the learning experience and why (or)o You hated the learning experience and whyLets put away the paper for now.________________________________________________________________Learning StylesBriefly review page 5-6 of the manualTraining ActivitiesWhen?Developing learning activities happens only after specific learning objectiveshave been created.Why?Activities are developed to ensure that the learning objectives are achieved withmaximum effectiveness.Who?The Instructional Designer (with the cooperation of the SMEs / trainer) has tokeep in mind the following while creating the activities:• The content (the learning task)• Learner preferences• The trainer / leader• Other situational constraintsWhat?Activities could include (not limited to)Trainer activities• Instruction• Presentation• Facilitation• Demonstration• Testing
  11. 11. Learner Activities• Discussion• Role Playing• Brainstorming• And the list goes on………..Sequencing guidelines for training activitiesAsk participants their basis / thoughts on how they would sequence trainingactivities.As students list their views, write it on a board and we can then discuss order ofactivitiesReview page 5-9 of the manualActivity – 20-25 minutesThis activity would be a continuation of the “Writing SIO’s” activity. Theparticipants will team with the same partners and create at least two learneractivities that would align with the SIOs they had originally created and one ormore trainer activity. In addition to identifying and creating activities, participantswill also be asked to sequence the activities in a preferred order.Materials Needed• Scenario sheet given during the Instructional Objectives section• SIOs created during the “Creating SIOs’ activity.”• Flip charts, black board or note book paper (have to finalize)• Pens, markers etc.Participants will create training activities, sequence them and then share with theclass. They will share the activities, the order in which they will take place andbriefly why they chose a particular activity and how it fits in with the SIOs.Parking Lot - RevisitingAsk the participants if anyone would like to share what they wrote. The goal is tohighlight how activities and sequencing them in the right order play a vital partthe learning and in having a positive training experience.