1. The document discusses educational objectives and provides guidelines for writing effective objectives for lesson plans. 2. It describes different types of objectives, including cognitive, psychomotor, and affective objectives, and provides taxonomies for classifying objectives within each domain. 3. The document gives tips for writing objectives, such as making them specific, measurable, attainable, and focused on observable student behaviors and performance. It also provides examples of action verbs to use for different levels of objectives.

1. EDUCATIONAL
OBJECTIVES
DR.MAHESWARI JAIKUMAR
maheswarijaikumar2103@gmail.com

2. • Objectives are the first step in
writing a strong lesson plan.
• The objectives are also known
as the "goal" of your lesson.

3. • Instructional objectives are
specific, measurable, short-
term, observable student
behaviors.

4. • An objective is a description
of a performance you want
learners to be able to exhibit
before you consider them
competent

5. • An objective describes an
intended result of instruction,
rather than the process of
instruction itself.

6. • Your lesson plan's objectives
describes what the students
will be able to do upon
completion of the
instructional experience.

7. NEED FOR OBJECTIVES
–To provide direction to
instruction.
–To provide guidelines for
assessment.
–To convey instructional intent
to others.

8. TYPES OF OBJECTIVES
• COGNITIVE OBJECTIVES.
• PYSHOMOTOR PBJECTIVES.
• AFFECTIVE OBJECTIVES.

10. COGNITIVE OBJECTIVES
• Refers to understandings,
awarenesses, insights (e.g.,
"List and explain..."). This
includes information recall,
conceptual understanding,
and problem-solving.

11. BLOOM’S TAXONOMY OF
COGNITIVE DOMAIN

14. KNOWLEDGE
• Knowledge remembering of previously
learned material; of terminology;
specific facts; ways and means of
dealing with specifics (conventions,
trends and sequences, classifications
and categories, criteria, methodology);
universals and abstractions in a field
(principles and generalizations,
theories and structures):

15. • Knowledge is (here) defined as
the remembering (recalling) of
appropriate, previously learned
information. defines; describes;
enumerates; identifies; labels;
lists; matches; names; reads;
records; reproduces; selects;
states; views; writes;.

16. COMPREHENSION
• Grasping (understanding) the
meaning of informational materials.
Classifies; cites; converts; describes;
discusses; estimates; explains;
generalizes; gives examples;
illustrates; makes sense out of;
paraphrases; restates (in own
words); summarizes; traces;
understands.

17. APPLICATION
• The use of previously learned
information in new and
concrete situations to solve
problems that have single or
best answers.

18. • Acts; administers; applies;
articulates; assesses; charts;
collects; computes; constructs;
contributes; controls; demonstrates;
determines; develops; discovers;
establishes; extends; implements;
includes; informs; instructs;
operationalizes; participates;
predicts; prepares; preserves;
produces; projects; provides;
relates; reports; shows; solves;
teaches; transfers; uses; utilizes.

19. ANALYSIS
• The breaking down of informational
materials into their component
parts, examining (and trying to
understand the organizational
structure of) such information to
develop divergent conclusions by
identifying motives or causes,
making inferences, and/or finding
evidence to support generalizations.

20. • Analyzes; breaks down;
categorizes; compares; contrasts;
correlates; diagrams;
differentiates; discriminates;
distinguishes; focuses;
illustrates; infers; limits;
outlines; points out; prioritizes;
recognizes; separates;
subdivides.

21. SYNTHESIS
• Creatively or divergently
applying prior knowledge and
skills to produce a new or
original whole.

22. • Adapts; anticipates; collaborates;
combines; communicates; compiles;
composes; creates; designs; develops;
devises; expresses; facilitates;
formulates; generates; hypothesizes;
incorporates; individualizes; initiates;
integrates; intervenes; invents; models;
modifies; negotiates; plans; progresses;
rearranges; reconstructs; reinforces;
reorganizes; revises; structures;
substitutes; validates.

23. –Appraises; compares &
contrasts; concludes; criticizes;
critiques; decides; defends;
interprets; judges; justifies;
reframes; supports.

24. EVALUATION
• Judging the value of material
based on personal
values/opinions, resulting in
an end product, with a given
purpose, without real right or
wrong answers.

25. PYSHOMOTOR OBJECTIVES
• Objectives related to special
skills (e.g., "dissect a frog so
that the following organs are
clearly displayed..."; "take a
replicable blood pressure
reading by appropriately
using a sphygmomanometer.

26. SIMPSON’S PSYCHOMOTOR
DOMAIN

27. TAXONOMY OF
PSYCHOMOTOR
DOMAIN

28. SPEECH
BEHAVIOUR
NON VERBAL
COMMUNICATION
FINE MOTOR SKILLS
GROSS MOTOR
SKILLS
•SPEECH BEHAVIOUR:
Transmission speech &
protection of sound
•NON VERBAL
COMMUNICATION:
Gestures, expressions,
& bodily movements
•FINE MOTOR SKILLS:
Ability to move body
in co-ordination with
eyes & ears.
•GROSS MOTOR
SKILLS: Ability to move
limbs

29. KARTHWOHL’S TAXONOMY
OF AFFECTIVE LEARNING

30. CHARACTERIZATION
ORGANIZATION
VALUING
RESPONDING
RECEIVE INPUT
•CHARACTERIZATION:
Value/belief system
•ORGANIZATION OF
VALUE: Bringing
together values
•VALUING: Assigning
value to information
•RESPONDING:
Expressive
communication
•RECEIVE-INPUT :
Receptive
communication

31. AFFECTIVE OBJECTIVES
• Objectives related to
attitudes, appreciations,
relationships are termed as
affective objectives.

32. ADDITIONAL DOMAINS

33. TIPS FOR WRITING
OBJECTIVES
• It depends on what they are
used for! Objectives for
sequencing a unit plan will be
more general than for
specifying a lesson plan.

34. • Don't make writing objectives
tedious, trivial, time-
consuming, or mechanical.
Keep them simple,
unambiguous, and clearly
focused as a guide to learning.

35. • The purpose of objectives is
not to restrict spontaneity or
constrain the vision of
education in the discipline;
but to ensure that learning is
focused clearly enough that
both students and teacher
know what is going on.

36. • Objectives should be
expressed in terms of student
performance, behavior, and
achievement, not teacher
activity.

37. COMPONENTS OF
OBJECTIVES
–Identify the type of activity in
which competence is required
(e.g., "Dissect...").

38. –Specify the criteria or
standards by which
competence in the activity will
be assessed (e.g., "a frog so
that the following organs are
clearly displayed...").

39. –List any conditions or
circumstances required for
students to meet the objective
(e.g., "...given two class
periods working with the
materials at your lab station").

40. • A. Objectives must be clear
and attainable.
• B. Focus on knowledge/skill
acquisition or reinforcement.

41. • A recommended wording
format is: "At the completion
of this activity, participants
should be able to..." This
phrase is followed by a
specific performance verb and
the desired learning outcome.

42. • Words or phrases such as know,
think, appreciate, learn,
comprehend, remember,
perceive, understand, be aware
of, be familiar with, have
knowledge of, grasp the
significance, are NOT measurable
and should be avoided.

43. • The following are NOT observable or
measurable objectives:
• Appreciate the beauty of a
circuit
• Really understand relativity
theory
• Be familiar with the law

44. • Understand the process of
osmosis
• Enjoy speaking French
• Change the spark plugs on an
engine
• Learn about erosion

45. ABCDS OF WRITING
OBJECTIVES
• A-Audience: The who. "The student
will be able to…"
• B-Behavior: What a learner is
expected to be able to do or the
product or result of the doing. The
behavior or product should be
observable.

46. • C-Condition: The important
conditions under which the
performance is to occur.
• D-Degree: The criterion of
acceptable performance. How
well the learner must perform in
order for the performance to be
considered acceptable.

47. SMART-OBJECTIVE
• S- Specific
• M- Measurable
• A- Attainable
• R-Results Focused
• T-Time Focused

48. 1. STRUCTURING THE
LESSON PLAN
OBJECTIVES

49. • CONSIDER
THE
DESIRED
OUTCOME
OF THE
CLASS

50. • DETERMINE
THE DELIVERY
DOMAIN

51. • IDENTIFY
YOUR
STUDENTS’
LEARNING
STYLES AND
TAILOR
YOUR
OBJECTIVES
TO THEM.

52. 2.CREATING THE
LESSON PLAN
OBJECTIVES

53. •COMPOSE
AN
OUTLINE

54. • MAXIMIZE
STUDENT
ABILITIES BY
INCLUDING
DIFFERENT
TEACHINGS
STYLES.

55. • DEVELOP
ACTIVITIES
THAT MEET
THE LESSON
PLAN
OBJECTIVES

56. • BUILD IN
EVALUATION

57. •WRITE THE
OBJECTIVES

58. 3.FOLLOWING THE RULE

59. • FOLLOW
STATE-WIDE
PRACTICES

60. •ADOPT
TEACHING
STANDARDS.

61. • ABIDE
WITH
SCHOOL
POLICIES

62. ABIDING TO THE
STANDARDS

63. 4. UTILIZING MATERIAL

64. • DESIGN THE
OBJECTIVE
WITH ON-
HAND
MATERIAL
IN MIND

65. •USE
HANDOUTS

66. • INCLUDE
VISUAL
STIMULATION

67. •WRITING OBJECTIVES FOR
LESSON PLANS USING
BLOOM’S TAXONOMY AND
ASSOCIATED ACTION OR
PERFORMANCE VERBS

70. ACTION VERBS

71. OBJECTIVES & DOMAINS

72. ACTION VERBS FOR
COGNITIVE DOMAIN

73. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Knowledge define, describe,
state, list, name,
write, recall,
recognize, label,
underline, select,
reproduce,
outline, match

74. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Comprehension identify, justify,
select, indicate,
illustrate,
represent, name,
formulate,
explain, judge,
contrast, classify

75. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Application predict, select,
assess, explain,
choose, find,
show,
demonstrate,
construct,
compute, use,
perform

76. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Analysis analyze, identify,
conclude,
differentiate,
select, separate,
compare,
contrast, justify,
resolve, break
down, criticize

77. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Synthesis combine, restate,
summarize,
precise, argue,
discuss, organize,
derive, select,
relate, generalize,
conclude

78. LEARNING
LEVEL
ASSOCIATED
ACTION VERBS
Evaluation judge, evaluate,
determine,
recognize,
support, defend,
attack, criticize,
identify, avoid,
select, choose

79. ACTION VERBS FOR
AFFECTIVE DOMAIN

80. CHARACTERISTICS ASSOCIATED
ACTION VERBS
RECIEVING Ask, choose,
describe,
identify,
locate, name,
point, reply,
select, use

81. CHARACTERISTICS ASSOCIATED
ACTION VERBS
RESPONDING Answer, assists,
comply, label,
help, discuss,
present, read,
report, respond,
select, tell, write

82. CHARACTERISTICS ASSOCIATED
ACTION VERBS
VALUING Complete,
demonstrate,
describe,
differentiate,
follow, explain,
initiate, justify,
recognize

83. CHARACTERISTICS ASSOCIATED
ACTION VERBS
ORGANIZING Adhere, alter,
arrange,
combine,
compare,
complete,
explain,
generalize,
relate, synthesize

84. CHARACTERISTICS ASSOCIATED
ACTION VERBS
CHARACTERIZING Act, discriminate,
display,
influence, listen,
modify, perform,
practice, revise,
question, verify,
solve

85. ACTION VERBS FOR
PSYCHOMOTOR
DOMAIN

87. REFERENCES
• http://thesecondprinciple.com/inst
ructional-
design/threedomainsoflearning/
• ↑ http://serc.carleton.edu/introgeo
/assessment/domains.html
• ↑ http://courses.washington.edu/p
harm439/Bloomstax.htm

88. THANK YOU