The document discusses instructional objectives and how they differ from goals. It defines objectives as explicit and measurable performances students must accomplish to reach an overall goal. It emphasizes that objectives need to include specific, measurable behaviors and conditions. The document compares goals, objectives, and learner outcomes. It also discusses Bloom's taxonomy and how it categorizes cognitive domains that objectives can address. Later, it introduces affective and psychomotor domains beyond just cognitive. It stresses the importance of objectives being specific, measurable, attainable, relevant, and time-bound. Examples are provided of well-written instructional objectives across the three learning domains.

1. By Dr. Jennifer Levin-Goldberg ©

2. WATCH INTRODUCTORY VIDEO
• http://goanimate.com/videos/0TXtCqmCA2uM

3. 1. What exactly is an objective and how does it differ from
a goal?
2. What does an instructional objective need to include in
order to be effective?
3. Take a moment to write two objectives you recently
wrote and then put it aside….we’ll revisit it later

4. Goal
This is the overall
end result you want
the students to
accomplish after the
instruction.
Objective
These are the
explicit and
measureable
performances the
students must
accomplish in order
to reach the goal.

5. OK..NOW LET’S GET STICKY
Goals
What the
student is
intended to
master/perform
by the end of
the
course/lesson.
Objectives
The specific,
measurable,
observable
behaviors the
student will
perform to reach
the goal.
Learner
Outcomes
The expected behaviors/skills
the student should be able to
perform at the end of the
course/unit.
These are more bored and tend
to not state specifically how the
student will perform the skill,
just that they are expected to
perform it.
The difference between goals and learner outcomes are still
Debated. Some allege they are one and the same!

7. WHY THE CHANGES?????

8. 1. Knowledge is a product of
thinking, not a category of
thinking in itself. So it was
changed to Remembering.
2. The taxonomy changed from
nouns to actionable verbs.
3. Comprehension changed to
Understanding.
4. Synthesis changed to Creating
because creative thinking is a
more complex skill than critical
thinking (synthesis) and
therefore, not only did the word
change but where it is located on
the taxonomy.
5. Older Bloom was more
applicable toward younger
audiences (elementary) but the
New Blooms accommodates a
more comprehensive audience.

9. THINK OF THE TAXONOMY MORE
LIKE A LADDER
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

10. Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

11. Recalling or restating facts
identify, describe, name, label,
recognize, reproduce, follow, define,
list, locate, name, find, retrieve,
repeat, re/state, duplicate, memorize

12. Ability to create own meaning from new learning
Examples:
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase

13. Using the new knowledge in a familiar or different
context.
Examples:
choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write

14. Breaking the new knowledge down into discrete parts
and identifying how the parts relate to the whole.
Examples:
Differentiating, attributing, organizing, appraise,
compare, contrast, criticize, discriminate, distinguish,
examine, experiment, question, test.

15. Making judgments and critiquing
Examples:
Critique, appraise, argue, defend, judge, select,
support, value, evaluate

16. Putting pieces together to form something new.
Examples:
Generating, producing, planning, assemble, construct,
create, design, develop, formulate, write.

17. I will give you several examples and you
cognitive domains it exemplifies and be p
Why you made your choices.

18. 1. What events led to the Civil War?
2. What is the definition an ionic bond?
3. Who wrote War and Peace?
4. What is an example of a primary source document?
5. What is the relationship between sine and cosine?
6. What changes to “Obama Care” would you make? Why?
7. Do you believe the Civil War was fought more for Political or Economic reasons? Defend your position.
8. Design a re/solution to the Israeli/Palestinian Conflict.
9. Explain why energy plays a role in living systems.
10.What would happen if we mix ammonia and bleach together?
11.By developing your own plan of action, how would you resolve the obesity problem in America?
12.What other instance does Shakespeare portray good v evil in Othello?

19. Create your own questions
exemplifying each of the
cognitive taxonomies applicable
to your own class(es).

20. NOW…THERE ARE THREE DOMAINS TO
LEARNING EACH WITH THEIR OWN
TAXONOMIES
I know……………………………………more things to learn………

21. LEARNING DOMAINS
Cognitive
Mental skills
This is the knowledge
portion.
This is what we just went
over thus far with
Blooms taxonomy.
Critical thinking and
cognitive processes
progress in the levels of
complexity the further
you go up.
Affective
Emotions, motivation,
and attitudes.
Some researchers
allege these stages
are not sequential like
the cognitive domain
while others disagree.
Psychomotor
Physical skills,
coordination, and gross
and fine motor skills.
These are sequential
like the cognitive
domain.
There are several
proposed taxonomies
for this domain;
however, this
presentation will focus
on Dave's (1975).

22. Internalizing
Organizing
Valuing
Responding
Receiving
Hierarchical Classification of the
Affective Domain

23. Internalizing
Organizing
Valuing
Responding
Receiving

24. Receiving
Stimuli
Listening to
others with
respect;
listening to
new
knowledge.
Examples:
replies, selects,
names,
follows,
describes,
identify, points
to, asks, and
chooses
Responding
to Stimuli
Active
participation;
willingness to
respond and
satisfaction in
responding
(motivation).
Examples:
Answers, aids,
assists, complies,
conforms,
presents, read,
write, labels,
helps, performs,
practices
Valuing
The worth or
value one
assigns to the
stimuli. Even
though they
are internalized,
they are overtly
identifiable.
Willing to be
involved.
Examples:
Differentiates,
demonstrates,
completes,
justifies, reads,
proposes, shares,
selects, initiates,
follows
Organizing
Willing to support
and be an
advocate.
Prioritizing values,
comparing and
contrasting
values;
managing
conflict and
creating
resolutions based
upon these values
and the priorities
ascribe to each.
Examples:
Compare,
contrast,
organize, adhere,
resolve, prepares,
relate,
Internalizing
A value system
established that
controls behavior;
it is consistent and
pervasive. Work
well with others
and
independently,
self-advocacy
practiced. Willing
to change
behavior for good
and revise
judgment when
new insight comes
into play.
Examples:
Influences, acts,
discriminates,
proposes, questions,
revises, re/solves
Non-sequential
Classification of
The Affective
Domain

25. WHICH DO YOU PREFER???

26. I will be showing you short clips from
various videos; you tell me which
Of the affective domains it represents
and why.

27. VIDEO 1
Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.
http://goanimate.com/videos/0X0n1XPEtN2A

28. VIDEO 2
• Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.
• http://goanimate.com/videos/0k8SKdMHCh2c

29. VIDEO 3
Click onto the following link and tell me what affective domain trait each of
the characters are exhibiting.
http://goanimate.com/videos/0VlJFL0y_vG0

30. Naturalization-mastering skill to automaticity.
Examples: design, develop, create
Articulation- combining, producing, and performing
several skills consistently.
Examples: adapt, construct, generate, create, modify,
teach, solve, combine, coordinate
Precision- performing a skill independently without
assistance.
Examples: demonstrate, master, perfect, complete,
control, show
Manipulating- performing by memory or following
instructions.
Examples: act, execute, produce, perform,
implement
Imitation- mimicking and observing behavior.
Examples: copy, follow, mimic, reproduce,
replicate, trace

31. Naturalization
Articulation
Precision
Manipulating
Imitating

32. Naturalization
Articulation
Precision
Manipulating
Imitating

33. You will be placed into groups. Within your groups, you will have to
create an example for each of the psychomotor domains.

34. NOW THAT WE KNOW ALL THE LEARNING
DOMAINS, HOW DO WE EFFECTIVELY
CREATE INSTRUCTIONAL OBJECTIVES???

35. 1. Are specific! Leave little room for interpretation or ambiguity.
Examples of poor objectives:
The student will appreciate the crescendos in Rachmaninov’s Concerto No. 2.
The student will know what metamorphosis is.
The student will understand quadratic equations.
The student will see the significance of the Cold War.

36. 2. Include the three cardinal characteristics for
articulating the objective.
a. Performance- what exactly will they be able to do in
observable terms. It is measureable! Example:
Differentiate between the American and French
Revolutions
b. Condition- the condition under which they will be
asked to perform the task. Example: Create a power
point presentation or using presentation software
systems
c. Criteria- how well they will be performing the task (if
possible). Example: In 15 to 20 slides
The student will differentiate between the American
and French revolutions by creating a 15 to 20 slide

37. Another way to look at this is via the A,B,C, D’s
A= Audience (Student will be able to)
B= Behavior: What they are expected specifically to do
and how to demonstrate it
C= Condition: Condition in which the task will be
performed.
D= Degree: How well they will be expected to perform
the task.

38. • S= Specific
• M= Measureable
• A= Attainable/Achievable. Can the students actually perform
the objective within the skill sets and time frame assigned?
• R= Relevant. Is the objective relevant to the lesson, its overall
goal or end result, the age group, and prerequisite knowledge?
• T= Time bound
S.M.A.R.T Objectives

39. EXAMPLES OF INSTRUCTIONAL
OBJECTIVES
Cognitive Domain
The student will create a
website discussing the
history of the Israeli and
Palestinian Conflict and
proffer propose their own
re/solution following the
criteria outlined in a
furnished rubric.
Affective Domain
The student will decide and
verbally defend their
position on what they deem
the most important human
right issue in a 3 to 5
minute speech following
the guidelines of a
furnished rubric.
Psychomotor Domain
The student will be able to
give a well articulated and
effectively delivered 8 to 10
minute speech demonstrating
eye contact with the
audience, clear and non-
montonous voice tone,
appropriate use of body
language, relaxed disposition,
succinct word choice, and an
accurate informative message.

40. Create one cognitive, affective, and psychomotor instr
a class you are teaching utilizing the A,B,C, D’s and guide
been furnished.

41. • Please click onto the following link:
• http://goanimate.com/videos/0gpBojoxEKgw