This document discusses instructional objectives and their importance in the learning process. It defines instructional objectives as clear, measurable statements of what students will be able to do after a lesson or unit. The document contrasts educational goals, informational objectives, and instructional objectives, with the latter being the most specific. It also outlines the key components of writing effective instructional objectives, including making them specific, measurable, achievable, relevant, and time-bound. The document emphasizes that objectives should focus on describing intended learner outcomes and skills rather than teacher actions.

1. INSTRUCTIONAL OBJECTIVES
 OBJECTIVES AND LEARNING OUTCOMES
 Learning definition.
 Valid reasons for stating objectives.
 Define and contrast educational goals, informational
objectives, and instructional objectives.
 Components of instructional objectives.
 The three domains of learning.
 Classification of objectives.
 Informational objectives and instructional objectives
at different levels of cognitive, affective, and
psychomotor

2. Instructional objectives
 Learning can be defined as change in a student’s capacity for
performance as a result of experience. (Kenneth D. Moore) The
intended changes should be specified in instructional objectives.
Viewed in this context, an objective can be defined as a clear and
unambiguous description of your instructional intent. An objective is
not a statement of what you plan to put into the lesson (content) but
instead a statement of what your students should get out of the
lesson.

3. Goal and objective
 Goals are extremely broad statements that are used to describe the
purpose of schooling or a course..
 Objectives, on the other hand, are narrower statements of the
intended learning of a unit or specific lesson (Gronlund, 1970).
 Generally goals and objectives are written at three different levels
(Kryspin & Feldhusen, 1974). Here I label these three levels in
descending order of specificity.
 Educational goals
 Informational objectives and
 Instructional objectives (written for specific lessons and exercises)



4. SMART
 SMART goals were developed by George Doran,
Arthur Miller and James Cunningham in their 1981
article in Journal Management Review.
 SMART" is an easy way to remember how to set
goals or plans that are more likely to succeed. Each
letter stands for something important:

5.  SMART Goals:
 S - Specific: Make your goal clear and specific. Instead of saying "I
want to exercise more," say "I want to walk for 30 minutes every
day."
 M - Measurable: Make sure you can track your progress. This
means you should be able to see how you're doing. For example, "I
will keep track of the number of miles I walk each week."
 A - Achievable: Make your goal something you can actually do. It
should be realistic for you. If you've never run before, setting a goal
to run a marathon next month might not be achievable. Start with
smaller steps!

6. SMART
 R - Relevant: Your goal should matter to you. It should fit with
what you want to achieve overall. For instance, if you want to
improve your health, setting a goal to eat more vegetables is
relevant.
 T - Time-Bound: Give yourself a deadline or a time frame to
achieve your goal. This helps keep you focused and motivated. For
example, "I will walk for 30 minutes every day for one month."
 So, when you make a SMART goal, you're making a plan that's
clear, tractable, realistic, important to you, and with a deadline.
This makes it easier to stay on track and reach what you want to
achieve!

7. Instructional Objectives
 According to Dick and Carey (1990), a performance objective is a
detailed description of what students will be able to do when they
complete a unit of instruction. It is also referred to as a behavioral
objective or an instructional objective.
 Robert Mager (1984), in his book Preparing Instructional
Objectives, describes an objective as "a collection of words and/or
pictures and diagrams intended to let others know what you intend
for your students to achieve" (pg. 3).
 An objective does not describe what the instructor will be doing,
but instead the skills, knowledge, and attitudes that the instructor
will be attempting to produce in learners.

8. Instructional Objectives
 Instructional objectives are specific, measurable,
short-term, observable student behaviors. They
indicate the desirable knowledge, skills, or attitudes
to be gained.
 An instructional objective is the focal point of a
lesson plan. Objectives are the foundation upon
which you can build lessons and assessments and
instruction that you can prove meet your overall
course or lesson goals.
 Think of objectives as tools you use to make sure you
reach your goals. They are the arrows you shoot
towards your target (goal)
 When writing instructional objectives, focus on the
learner, not the teacher!

9. Why we need Instructional Objectives
 The purpose of a behavioral objective is to
communicate . Therefore, a well-constructed behavioral
objective should leave little room for doubt about what
is intended.
 Objectives communicate and guide development of
assessment, instructional methods, and content
materials.
 Objectives communicate the focus of learning that
enables instructors and students to work toward a
common goal.
 The teacher can use objectives to make sure goals are
reached.

10. Why we need Instructional Objectives
 Students will understand expectations. Any skill is
learned more effectively if the learner understands
the reason for learning and practicing it.
 Objectives communicate the assessment and grading.
Objectives provide a means of measuring whether the
students have succeeded in acquiring skills and
knowledge.
 Objectives communicate and allow students the
opportunity for self-evaluation.

11.  Instructional objectives must be written to
communicate realistic, measurable, and learner
centered outcomes.
 Realistic objectives can be achieved by the learners
within your time frame and in your given environment.
 Measurable objectives enable you to observe and
determine how well learners have acquired skills and
knowledge.

12. How to develop Instructional Objectives?
 Learner centered objectives state what the learner can do at the end
of training. They always start with action verbs.
 Specify intended results or outcomes, and not the process Teaching
and lecturing is part of the process of instruction, but it isn't the
purpose of the instruction. The purpose is to facilitate learning.
 Instructional objectives contain four components: the Audience, the
Behavior, the Condition, and the Degree. (Section 4 of this tutorial
fully describes these components).

13. When Objectives should be developed?
 Before a lesson or course is developed (by designer.)
 Before a lesson or course is taught (by instructor.)
 Objectives should be reviewed with students at the beginning of
the course/lesson.

14. Thanks