This document discusses instructional objectives and lesson planning. It defines instructional objectives as clear, observable descriptions of learning outcomes. Objectives are classified into three domains: cognitive, affective, and psychomotor. Bloom's Taxonomy is presented as a framework for cognitive objectives. The document also discusses the importance of lesson planning, defining a lesson plan as a blueprint that budgets time for learning activities. Key components of a good lesson plan are outlined, including objectives, instructional strategies, and assessment.

1. INSTRUCTIONAL
OBJECTIVES
Compiled and Presented by:
Ms Shalini

2. “A person, who succeeds in the right way, is
the one who inspires to succeed. He
appreciates others’ problems too and tells
them how to solve them. We should
remember that our children, the future
generation, start from only where we
end.”

3. MEANING OF INSTRUCTIONAL
OBJECTIVES

4. WHY OBJECTIVES???
• Give direction to trainers in the selection of
methods and instructional resources.
• Form a basis to assess the learners and the
training learning process.
• Let trainees know why any content is to be
learnt.

5. TAXANOMY OF INSTRUCTIONAL
OBJECTIVES
Objectives are broadly classified into 3
domains:
• Cognitive domain (deals with Thinking and
problem-solving)
• Affective domain (deals with values,
attitudes, interest etc…)
• Psychomotor domain (deals with skills)

6. MAIN CATEGORIES OF HUMAN
BEHAVIOUR
•
Knowledge
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain

7. FEATURES OF INSTRUCTIONAL
OBJECTIVES:
• Observable
• Clear and unambiguous
• Description of a learning outcome.

8. BLOOM’S TAXONOMY FOR COGNITIVE
DOMAIN:
COGNITIVE
LEVEL
WHAT IT
MEASURES
ACTION WORDS
Evaluation Ability to measure
the worth against
stated criteria
Appraise,
compare,
contrast,conclude,
critique,evaluate,ju
dge,recommend
Synthesis Ability to put
together separate
ideas to form new
whole,establish
new relations
Combine, create,
design, devise,
generate,
organize, plan,
reorganize,revise,
write.

9. Contd….
Analysis Ability to use
learned material in
new solutions
Apply,calculate,de
monstrate,draw,es
timate,manipulate
….
comprehension Ability to grasp
meaning and
explain.
Convert, defend,
distinguish,explain
,generaliz,
give,examples,par
aphrase…….
knowledge Ability to recall
previously
learned
material.
Define,describe
,locate,quote,re
cite,repeat,resta
te,select……

10. INSTRUCTIONAL PLANNING:
A good plan is imperative or effective
training. Successful
trainers are invariable good planners .It is a
guide to the
trainer for helping trainees to achieve learning
outcomes.

11. WHY PLAN???
• Accountability of trainers to trainees can be
built.
• Training learning process will be better
organized
• a sound plan provides a base for self-
evaluation.
• Ensures appropriate distribution of time for
each topic.

12. Contd…
• Helps teachers to develop scientific approach
to teaching.
• Enables teachers to select appropriate methods
and media.

13. WHAT IS LESSON PLAN???
• A lesson plan is a description of the
sequence of activities to be engaged in by a
trainer and his/her learners in order to
achieve predetermined objectives.
• It would include a description of the
instructional session, learning resources,
instructional methods and evaluation to
bring about the intended.

14. Contd….
• A lesson plan is a blueprint that identifies and
describes activities that students may engage in
during the lesson.
• A lesson plan is a functional document containing
guidelines, indicating what is anticipated during
instruction.
• A lesson plan is a document which shows how the
available instructional time is budgeted to the
various activities of the teacher and learner.

15. GOOD PLAN CHARACTERSTICS:
• Good plan takes into consideration the
abilities, needs and interests of students.
• Good plan will be flexible enough for the
trainer to make necessary changes as
demanded by the trainees.
• Good plan will outline the instructional
strategies.
• Good plan will have built in evaluation of
trainees learning.

16. FORMAT OF A LESSON PLAN:
• There is no such thing as the “best or ideal” format
of a lesson plan.
• The “best” format can be the one that works.
• There is no universally acceptable list of
components for a lesson plan.
• The components to be included must be such that
they help the trainer to systematize the instruction
and provide a basis for assessing learning.

17. ELEMENTS THAT MAY BE INCLUDED:
• Objectives, specific content.
• Learning pre-requisites and pre-assessment
procedures.
• Instructional outline.
• Post-assessment procedures.

18. QUESTIONS that lesson plan should answer:
• What skills , facts, concepts, attitudes,
values should trainees learn?
• Why should learners learn?
• What should learners be able to do as a
result of learning?
• What are the most appropriate instructional
strategies?
• What is the most appropriate sequence of
topics and tasks?