This document discusses instructional objectives and different frameworks for writing them. It begins by explaining that teachers must be guided by instructional objectives to start teaching. It then describes Mager's format, which suggests objectives must be observable and measurable. It provides examples of precise versus imprecise verbs to use. The document also discusses Bloom's Taxonomy, which classifies objectives into cognitive, psychomotor, and affective domains to help systematically write objectives at different levels of complexity. Criticisms of Bloom's Taxonomy are noted at the end.

1. EDU555 CURRICULUM AND INSTRUCTION
WEEK 9

2. INSTRUCTIONAL OBJECTIVES

3. Instructional Objectives
0 To start teaching: teacher must be guided by
instructional objective, followed by strategies and
tools to accomplish the task, and then evaluate the
outcomes

4. Instructional Objectives
0 Objectives: desired outcomes of learning
0 Purpose:
Defining the intents of an educational plan
Helping teachers to plan steps necessary to achieve
plan
Helping students to know what is expected of them at
the end of the program

5. Instructional Objectives
Helping teachers, administrators and society to
assess the products of the system
Statement that described the teacher’s intent about
how students should change

6. Mager format of instructional
objectives
0 Robert Mager (1962) ‘Preparing Instructional
Objectives’
0 Objectives must be OBSERVABLE and MEASURABLE
0 ‘BEHAVIORAL OBJECTIVES’

7. Mager format of instructional
objectives
0 Robert Mager (1962) suggested that objectives of
learning need to be specific in term of:
1) Student behaviour
- What the learner will be able to do when he has
mastered the objectives

8. Mager format of instructional
objectives
- What learner will be doing or behavior the teacher
will accept as evidence that the ‘objectives’ have been
achieved
- using verbs that denote observable action
- “at the end of the lesson, the students should be able
to identify….”

9. Mager format of instructional
objectives
2) Testing situation
- Under what conditions he will be able to do it
- The condition under which the behaviour will be
observed
- ‘given the blank world map students should be
able to locate the 5 active volcanoes’

10. Mager format of instructional
objectives
3) Performance criteria
- To what standard he will be able to do it
- The standard of the performance level defined as
acceptable
- indicating correctness, speed, rate of response
- ‘given the blank world map students should be able to
locate the 5 active volcanoes’

11. Mager format of instructional
objectives
0 use precise words – that are not open to many
interpretations
0 Link the 3 parts together when writing the behavioral
objectives
0 Start by stating students behaviours, condition and
performance

12. Less precise words
- To know
- To understand
- To appreciate
- To enjoy
- To feel
- To appreciate
- To thank

13. Precise words
Examples :
- state
- list down
- identify
- compare
- calculate
- draw
- name the…
- colour the..
- measure
- solve
- match the..

14. Mager format of instructional
objectives
Criticisms:
1) Not practical  difficult to write
2) Difficult to accomplish the kind of specificity
3) Becomes unmanageable for teachers to write
because too many objectives and specificity

15. Instructional Objectives
0 Grondlund (1970) suggested there are 2 levels of
objectives:
1) General objectives
2) Specific objectives

16. Instructional Objectives
0 General instructional objectives must be followed by a
sample of specific behavioral outcomes
0 Teaching may be directed towards achievement of the
general objectives

17. Instructional Objectives
0 Specific objectives may form the basis for testing and
assessment

18. Bloom’s Instructional Objectives
0 There are different types of behaviours can be
specified in writing the instructional objectives
0 Y??
0 Learning outcomes are varied and may be classified
into different categories

19. Bloom’s Instructional Objectives
0 Benjamin Bloom (1956) proposed the most helpful
guides for the behaviour classification
0 He created a scheme that classifies instructional
objectives in a systematic way

20. Bloom’s Instructional Objectives
0 He divided the objectives into 3 domains:
1)Cognitive domain : knowing fact and information
2)Psychomotor domain: performing physical skills
3)Affective domain: exhibiting personal attitudes

21. Bloom’s Instructional Objectives
COGNITIVE DOMAIN
- Divided into 6 levels
(from simple 
complex)
1) Knowledge
- k/l of specifies
- Ways / mean of dealing
with specify =
classification, category
2) Comprehension
- Related to translation,
interpretation,
extrapolation of
materials (e.g.
interpret a table)
- E.g. u/s an essay,
summarizing

22. Bloom’s Instructional Objectives
3) Application
- Involves the use of
abstraction in particular
situation
- E.g. able to apply a
mathematical formula
- Involves- figuring,
reading, handling
equipment
4) Analysis
- Breaking up a whole into
parts
- E.g. Body  brain
section of brain 
neuron

23. Bloom’s Instructional Objectives
5) Synthesis
- Putting parts together in
a new form
- E.g. producing an
original piece of art
6) Evaluation
- Judging in term of
internal evidence and
logical consistency
- E.g. an essay using their
own opinion

24. Bloom’s Instructional Objectives
PSYCHOMOTOR DOMAIN
0 6 classifications:
1) Reflex movement-
involuntarily response
2) Fundamental
movement – crawling,
biting
3) Perceptual abilities –
watching, exploring,
catching
4) Physical activities
5) Skilled movement-
typing, skating
6) Non-discursive
communication- ability
to comm. through body
language

25. Bloom’s Instructional Objectives
AFFECTIVE DOMAIN
0 5 categories:
1) Receiving (student is
aware)
2) Responding
3) Valuing (involve in
some experiences)
4) Organizing (integrated
new set of values in his
value)
5) Organization by value
(acts consistently
according to the value)

26. Bloom’s Instructional Objectives
AFFECTIVE DOMAIN
- participate, choose,
show, demonstrate
- “at the end of the class,
the students will able to
show concern for safety”
0 Within each of 3
domains, there are
different levels of
behaviours (simple to
complex hierarchical
order)
0 The entire classification
system is called
“taxonomy”

27. CRITICISM ON BLOOM’S
TAXONOMY
1) He classifies the objectives from simple to complex
– lead to misinterpretation – some may consider
simple knowledge is not important
2) Hierarchical ordering – it does not fit all knowledge
equally