The document outlines the behavioristic approach to curriculum development, which focuses on observable student behaviors and measurable learning outcomes achieved through structured instruction. It distinguishes between aims, which are broad educational intentions, and objectives, which are specific, measurable outcomes detailing what learners should achieve. The document also provides steps on formulating behavioristic aims and objectives, emphasizing the importance of clear, observable actions in curriculum design.

1. Curriculum Development
Based on Behavioristic
Orientation
Setting of Aims and Objectives

2. Behaviouristic approach in curriculum
development
Behavioristic approach in curriculum
development means designing a
curriculum based on the principles of
behaviorism, focusing on clearly
defined, observable student
behaviors as learning outcomes,
achieved through structured
instruction and reinforcement
techniques, where the emphasis is on
measurable results and achieving
specific goals through carefully
planned activities and assessments.

3. Major Characteristics of behavioristic
approach
Observable
behaviors as
learning
outcomes
Step-by-step
instruction and
reinforcement
The role of the
teacher: Direct
instruction and
feedback
Learner as Passive
recipient of
knowledge,
guided by
structured

5. Formulating aims and objectives
AIMS
Aims are general statements that provide
direction or intent to educational action.
Aims are usually written in amorphous
terms using words like: learn, know,
understand, appreciate, and these are not
directly measurable. Aims may serve as
organizing principles of educational
direction for more than one grade.
Ex: Students will understand and become
proficient at identifying the different types
of spoken English.
OBJECTIVES
Objectives are usually specific statements
of educational intention which delineate
either general or specific outcomes.
Behavioral objectives usually employ
observable verbiage and can be divided
into specific domains — cognitive (head),
affective (heart), and physical (hand).
Ex: Students will identify and list 5 slang
terms they have heard from their peers.

7. General educational objectives are
a broad statement describing the
overall desired learning outcome.
General objectives are high-level
and provide a general direction
for learning and are often difficult
to directly measure. General
objectives guide the overall
curriculum design.
Ex: Students will develop critical
thinking skills.
GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Specific educational objectives are a
precise and measurable goal that
outlines exactly what a learner
should be able to do after
completing a learning activity,
detailing specific skills, knowledge,
or behaviors they should acquire;
essentially, specific objectives break
down the broader general objective
into smaller, actionable steps.
Specific objectives inform individual
lesson plans and learning activities
and should be clearly measurable
using observable actions or criteria.

8. Derived from general aims and
aligned with subject matter.
Examples:
Science: Foster understanding of
scientific principles.
Mathematics: Develop
computational and logical
reasoning.
Subject Wise Objectives Level Wise Objectives
Primary Level
Example: Develop basic reading,
writing, and arithmetic skills.
Secondary Level
Example: Enable understanding
and application of subject
knowledge in real-life scenarios.
Tertiary Level
Example: Advance critical analysis
and independent research skills.

9. Steps to formulate behavioristic aims and
objectives:
1. Identify the desired behavior change:What specific action or skill do you want the learner to be able
to perform?
2. Choose appropriate action verbs:Select verbs that clearly describe the observable behavior you
want to see.
3. Define the conditions:Specify the context or situation in which the behavior will be demonstrated.
4. Set performance criteria:Establish the standard for acceptable performance, including accuracy,
time limits, or other relevant factors.
5. Write the objective clearly:Compose a concise statement that includes the action verb, conditions,
and performance criteria.

10. Thankyou