Objective-based instruction focuses on defining clear learning objectives and using them to guide curriculum planning, instructional design, and student evaluation. The key aspects of this approach are: (1) defining objectives/outcomes, (2) designing learning experiences to help students achieve the objectives, and (3) evaluating student performance on the objectives. Learning experiences should be objective-based, learner-oriented, rich in variety, suitable to students' abilities, and practical enough to implement and evaluate. This approach contrasts with traditional education which focuses more on available resources than on empirically measuring students' attainment of defined objectives.

1. OBJECTIVE BASED
INSTRUCTION

2. Introduction
• Objective-based education is a performance-based
approach to creating, implementing and
evaluating teaching.
• The emphasis of instructional design is on the product the
performance achievement of students.
• Learning outcomes now play a critical role in curriculum
planning and design.

3. Modern Approach
The modern approach to classroom instruction is known as
objective based instruction. As opposed to the old approach, which
was simply content based. In modern approach, the instruction and
total education process are interpreted in terms of the following
inter related aspects.
1. Objectives/ outcomes
2. Learning Experiences
3. Evaluation.

4. Objectives/ outcomes
Out of these three aspects the most basic one is the proper
description of objectives for obvious reasons.
If these objectives are not described properly, nothing could
be done by way of organization of learning
environment as well as evaluation.

5. Learning Experiences
• The student learns the content to attain the new
behavior or modification in behavior and
learning take place by the interaction between
content and the learner. As a result of this
interaction is known as learning experience.

6. Conti……
1. Content Part
 The teacher designs learning experience to teach a particular
content part. The content part is redesigned by the teacher with
student activity and teacher activities.
 When the content is transacted through students and teacher
activities, there is an absolute change in the content part and it
reaches to the experience level of the learner.

7. 2. Teachers’ imagination and
creativity
• Teachers’ imagination and creativity play a very crucial role in
planning learning experiences.
• Learning experiences are pupil activities and teacher activities
planned with the specific purpose of producing the desired
behavioral changes in the learner.
• Hence learning experiences are the means to attain educational
goal where as the activities through which learning experiences
develop are called learning activities.

8. Students Centered Learning
Methods of outcome-based education (OBE)
are student-centered learning methods that focus
on empirically measuring student performance (the
"outcome"). OBE contrasts with traditional education,
which primarily focuses on the resources that are
available to the student, which are called inputs.

9. Characteristics of Learning
Experience
A good learning experience provides the following characteristics.
1. Objective based
All learning experience are based on the objectives.
When the objectives change in relation to the content, the student
and teacher activities also changed. Hence, the learning experiences
undergo a transformation. Keeping the objectives in mind, the
teacher can design learning experience.

10. Conti……
2.Learner orientation.
 All learning experience are focused towards the learner, because
learning experiences modify and change the learner behaviour.
When designing learning experiences, teachers should keep in
mind that the activities learner as well a teacher are possibly done
and are completed by the learner with teachers direction and
assistance.

11. Conti………
3. Richness of experience.
The learner and teacher activities should
provide opportunities for varied experiences to the
learner. The term ‘learning experience’ itself provides
the idea of richness and newness. This can be added by
the teacher with his / her reflection of creativity.

12. Conti…..
4. Suitability of the mental level.
All learning experiences should be
comprehensible for the mental ability level of the learner.
Depending on the difference in the mental capabilities of
the learner, learning experiences may differ. Teachers
should understand the mental or cognitive capability of the
learner prior to the framing of learning experiences.

13. Conti…....
5. Practicability
Even though the experiences provide by the
teacher is objective based, learning oriented, enriched with
newer experiences, and suitable to the mental capacity of the
learner, they should be practical also. This means that the
teacher and learner activities are to be performed by the
teacher and the learner. Designing practicable learning
experiences are one of the skills of the teacher.

14. Evaluation
Each and every learning experience is viable for
periodic evaluation by the teacher. It is the teachers’
responsibility to check whether the learners attained the
concerned objective. Learning experiences are the tools
to make the learner attain the objectives. Hence, all
learning experiences should be suitable for evaluation.