Week 9 instructional objectives
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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.
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The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
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- 1. EDU555 CURRICULUM AND INSTRUCTION WEEK 9
- 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