it contains dimensions, criteria and formulation of instructional objectives

1. Dimensions of instructional objectives, IO as learning
outcomes
Presented by =Aiman zahid
B.Ed. sec-C weekend

2. What is Instructional Objective?
 “An instructional objective is a collection of words and/or pictures and diagrams intended to let
others know what you intend for your students to achieve.”
- Robert F. Mager
 An instructional objective describes the intended result of the instruction. It describes what a
learner will be able to do after the instruction.

3. COMPONENTS Instructional objectives
 There are four components of an objective:
 the action verb: State what the student will be able to do (observable behavior)
 2) (conditions ): With the conditions under which they should be able to demonstrate
 3) standard :Under the expected degree of proficiency (criterion)
 4) the intended audience

4. Criteria for effective instructional objectives
 Complete: include each important aspect of the course
 Appropriate: for the objectives to the relevant
 Sound: relate to students needs and build experience appropriately, permanent outcomes
 Feasible: clearly defined and attainable objectives, avoid unrealistic goals
 Relevant: stick to topics which includes in course
 Open ended: provide direction without limiting the learning experience (student behavior)
 Delineate student behaviors: clarify instructional intent
 Shared with students: provide framework for assessing their abilities

5. Cont.….
 Specific, precise, attainable, measurable & corresponding to each specific teaching – learning
activity.
 Formulated by teachers at instructional level.
 Written in a way to cater individual learning needs of students.
 Are clear & unambiguous description of teacher’s educational expectations of each students in
class.
 Examples: 1. Defines Peptic Ulcer 2. Lists down

6. How to formulate Instructional Objectives:
 Begin with the end in mind.
 Share lesson objective with students.
 Lesson objectives must be in the two or three domains
 Cognitive / Thinking Domain
 b. Affective / Felling Domain
 c. Psychomotor / Kinesthetic Domain

7. Cognitive / Thinking Domain
 mental skills (knowledge) Head
 The cognitive domain involves knowledge and the development of intellectual skills (Bloom,
1956).
Old version New version
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

8. Verbs suitable for cognitive domain
 Remembering: define, describe, identify, know, label, list, match, name, outline
 Understanding: comprehends, converts, defends, distinguishes, estimates, explains
 Applying: operates, predicts, prepares, produces, relates, shows, solves, uses
 Analyzing: analyzes, compares, contrasts, diagrams, deconstructs, differentiates
 Evaluating: evaluates, explains, interprets, justifies, relates, summarizes, supports
 Creating: generates, modifies, organizes, plans, rearranges, reconstructs

9. Affective / Felling Domain
 Affective: growth in feelings or emotional areas (attitude or self) Heart
 The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with
things emotionally, such as feelings, values, appreciation, enthusiasm, motivation and attitude
Characerization by value set
Organization
Valuing
Responding
receiving

10. Verbs suitable for effective domain
 Receiving: acknowledge, asks, attentive, follows, gives, listens, understands
 Responding: answers, assists, aids, complies, conforms, discuss, performs,
 Valuing: appreciates, cherish, demonstrates, initiates, invites, joins, proposes,
 Organization :compares, relates, synthesizes
 Characterization: acts, discriminates, displays, influences, modifies, performs, qualifies

11. Psychomotor / Kinesthetic Domain
 Psychomotor: manual or physical skills (skills) Hands
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of
the motor skill areas. Psychomotor skills rage from manual tasks.
Perception (awareness through sensory cues) Set
Guided Response
Mechanism (basic proficiency)
Complex Overt response (Expert)
Adaptation
Organization

12. Verbs suitable for psychomotor domain
 Perception: chooses, describes, detects, differentiates, identifies
 Set: proceeds, reacts, shows, states, volunteers.
 Guided Response: copies, traces, follows, react, reproduce, responds
 Mechanism (basic proficiency): assembles, calibrates, constructs, dismantles, displays
 Complex overt Response (Expert): manipulates, measures, mends, mixes, organizes,
 Adaptation: adapts, alters, changes, rearranges, reorganizes, revises
 Organization: constructs, creates, designs, initiate, makes, originates

13. Cont.…
 Work on significant and relevant lesson objectives.
 Lesson objective must be aligned with the aims of education as embodied in the Philippine
Constitution and other laws an on the vision-mission statements of the educational institution of
which you are a part.
 Aim at the development of critical and creative thinking.
 For accountability of learning, lesson objectives must be SMART.

14. SMART
 An instructional objective should be
 S= specific
 M=measurable
 A=achievable
 R=relevant
 T=time based

15. purpose of instructional objectives
 To provide direction for the instructional process by clearly stating the intended learning
outcomes.
 ii. To convey instructional intent to pupils, parents and educational organizations.
 iii. To provide a basis for evaluating pupil learning by describing the performance to be
measured.
 instructional objective makes the methods and materials of teaching more effective. It also helps
to know what the pupils should learn and how the learning is to be expressed

16. Methods of Stating Instructional Objectives:
 An instructional process becomes successful when a well organized list of instructional objectives
is prepared. It satisfies two goals:
 (а) To obtain a complete list of instructional objectives.
 (b) To state the learning objectives clearly so that it will indicate the expected learning outcomes.

17. Instructional objectives in the teaching
learning process
 can be divided into two types:
 (а) General Instructional Objectives: It is a goal or intended learning outcome stated in general
enough terms. It includes a set of specific objectives in it.
 (b) Specific Learning Objectives: A goal or aim serving as a guide for a teaching unit, directed
toward the eventual achievement of a general objective. It is stated in terms of specific and
observable pupil performance. It describes the specific behavior, a learner will exhibit after
learning a particular unit.
 Example: General Objective: Interprets graphs and charts.
Specific Learning Objective: Understands the slope of the graphs.

18. Criteria for Stating the General Instructional
Objective:
 1. Each General Objective should be stated as an intended learning outcome:
 It means the objectives must be stated in terms students expected terminal behavior.
 For example:
 a. Defines the term.
 b. Understands the relationships.
 c. Applies the formula to solve problems.
 d. Interprets charts and graphs

19. 2. Statement of each general objective
should begin with a verb:
 The objective should be stated in terms of students’ behavior i.e. the expected terminal behavior
of the student.
 For example:
 a. Knows the events.
 b. Understands the Principles.
 c. Applies the principles and rules.

20. 3. Only one learning outcome should be
included in each general objective:
 Each general objective should include one type of students’ performance.
 For example: It should not be stated like: Understands and applies the formula to solve
mathematical problems.
 It should be stated like:
 a. Understands the formula.
 b. Applies the formula to solve mathematical problems.

21. 4. Each general objective should be stated at
the proper level of generality:
 A general instructional objective must be stated in general terms. This provides the teacher more
freedom in selecting the method and material for instruction.
 For example the objectives must be stated as:
 a. Knows specific facts.
 b. Understands the principles and relationships.
 c. Interprets maps and charts.
 d. Applies theories to solve practical problems.

22. 5. Statement of general objectives should be
free of course content:
 The statements of general objectives should not be taken from the course content. So that it can
be used for several units.
 Example:
 Better: a. Applies the principles and rules to solve mathematical problems.
 Poor: a. Applies the principles and rules of simple interest to solve mathematical problems.

23. 6. Overlapping of the objectives should be
avoided:
 In order to avoid the overlapping of the instructional objectives proper planning is necessary.
Preparation of a ‘Table of Specification’ helps the teacher to avoid overlapping of the instructional
objectives

24. Guidelines for Instructional Objectives (IO)
 1.Instructional objectives guide the use of instructional activities
 2.Instructional objectives guide the selection of instructional resources
 3.Instructional objectives are aimed at general learning outcomes. They are not specific to a
given set of resources.
 4.Instructional objectives focus on learning outcomes for students, NOT actions by the teacher

25. Summary
 Start the process of determining instructional objectives by reviewing the subject area standards
for the grade level you are teaching.
 Identify the standard your lesson is focused upon. If the standard involves learning a complex
concept, generalization, or skill, complete a task analysis.
 Identify the steps in the task the lesson will address. The statement of an objective should reflect
an appropriate level in the cognitive, affective, or psychomotor domain.

26. Conclusion
 Instructional objectives guide the remaining steps in planning a lesson. No lesson can be effective
without effective instructional objectives – A lesson without effective objectives is like a trip
without a destination,
 You don’t know where you are going
 You have no means to determine how to get there

27. The “DON’TS” in writing Instructional
Objectives:
 State the performances from the teacher’s or instructors point of view rather than students
 Listing the instruction itself as a condition
 Mistake the class as a whole for the individual performer.
 Make the criteria to vague
 Doesn’t state what the learner must do to demonstrate mastery.
 List criteria that will not get assessed.