INSTRUCTIONAL OBJECTIVES

1. MITHUN GAYEN
(M.SC , M.ED)
SHANTIPUR B.ED COLLEGE

2. WHAT IS OBJECTIVE???
 You don’t know where
you are going
 You have no means to
determine how to get
there
 And, you don’t know
when you have arrived

3. What is objective???
 Objectives refer to expected or intended student
outcomes
 Specific knowledge, skills, or attitudes that students
are expected to achieve through their school
experience

4. EDUATIONAL OBJECTIVE
 EDUCATIONAL OBJECTIVES (EO) are the statement
of those desired changes in behavior as a result
of specific teaching – learning activity or specific
teacher learner activities.
 Behavior – What a student should know or be
able to do after the teacher learner activity?

5. BEHAVIORS
1. Knowledge
2. Ability
3. Skill
4. Attitude
5. Appreciation
6. Interest

6. CLASSIFICATION OF E.O
EO
Institutional INTERMEDIATE INSTRUCTIONAL

7. INSITUTIONAL / GENERAL
 Followed by all institutions running the same
educational programmes.
 Formulated by general consensus with general
curriculum objectives of the educational program by
the curriculum committee.
 These objectives are formed for the attainment of the
of overall aim of particular educational program.
 Broad and focuses on what an institution aims at.
Example: Students acquire knowledge and able to
provide comprehensive care to the clients in the
institution and community in health and sickness.

8. INTERMEDIATE OBJECTIVES
 Derived from institutional objectives.
 Related to particular learning experience or
subject.
 Formulated by curriculum committee.
Example: Students acquire knowledge and able to
provide comprehensive care to the clients with
eye, ear and nose conditions or diseases.

9. INSTRUCTIONAL OBJECTIVE
 These are precise, specific, attainable, measurable and
corresponding to each specific teaching – learning activity.
 Formulated by teacher at instructional level.
Example: Instructional Objective for Peptic Ulcer Class are
Students will be able to
1. Defines peptic ulcer
2. Lists down the etiology of peptic ulcer
3. Explains the pathophysiology of peptic ulcer
4. List down the nursing diagnoses of patient with peptic
ulcer.
5. Performs nursing care for patients with peptic ulcer.

10. WELL-STATED INSTRUCTIONAL
OBJECTIVES

11. DEFINATION
Teaching objectives are directly related with the
learning process and they are well defined, definite,
clear, specific and measurable. These give direction to
the learning process, learning experiences and
teaching. Therefore teaching objectives are also called
Instructional objectives. It help us to plan and organize
and to manage teaching & instruction in class-room,
workshop & laboratory.

12. Types (domains) of learning
objectives
 Cognitive objectives
 Describe the knowledge that
learners are to acquire
 Affective objectives
 Describe the attitudes, feelings, and
dispositions that learners are expected to develop
 Psychomotor objectives
 Relate to the manipulative and motor
skills that learners are to master

13. BLOOM’S
TAXONOMY OF
EDUCATIONAL
OBJECTIVES

14. COGNITIVE DOMAIN

16. Bloom’s Level Verbs
1. Knowledge recognize, select, compute, define, label, name,
describe, recall, state
2. Comprehension restate, elaborate, identify, explain, paraphrase,
summarize, interpret, present, indicate, judge
3. Application give examples, apply, solve problems using,
predict, demonstrate, assess, find, construct
4. Analysis outline, draw a diagram, illustrate, discriminate,
subdivide, conclude, justify, criticize
5. Synthesis contrast, organize, generalize, design,
formulate,
6. Evaluation support, interpret, criticize, judge, critique,
appraise, avoid, evaluate, defend
Blooms’ Verbs

17. REVISED BLOOM TAXONOMY
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Old(1956) New(1961)

18. REVISED BLOOM TAXONOMY
1.Knowledge is a product of thinking, not a category of
thinking in itself. So it was changed to Remembering.
2. The taxonomy changed from nouns to actionable verbs.
3.Comprehension changed to Understanding.
4.Synthesis changed to Creating because creative thinking is
a more complex skill than critical thinking (synthesis) and
therefore, not only did the word change but where it is
located on the taxonomy.
5. Older Bloom was more applicable toward younger
audiences (elementary) but the New Blooms
accommodates a more comprehensive audience. Developed
by Lorin Anderson (former student of Bloom) and David
Krathwohl. Revised to be more powerful and relevant tool
to today’s teachers

19. Think of the taxonomy more like a ladder
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

20. Recalling or restating facts
identify, describe, name, label, recognize, reproduce, follow, define,
list, locate, name, find, retrieve, repeat, re/state, duplicate, memorize

21. UNDERSTANDING
Ability to create own meaning from new learning
Examples:
classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase

22. Applying
Using the new knowledge in a
familiar or different context.
Examples:
choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, schedule, sketch, solve, use, write

23. Analyzing
Breaking the new knowledge down into discrete
parts and identifying how the parts relate to the
whole.
Examples:
Differentiating, attributing, organizing, appraise,
compare, contrast, criticize, discriminate,
distinguish, examine, experiment, question, test.

24. Evaluating
Making judgments and critiquing
Examples:
Critique, appraise, argue, defend, judge, select,
support, value, evaluate

25. Creating
Putting pieces together to form something new.
Examples:
Generating, producing, planning, assemble,
construct, create, design, develop, formulate, write.

26. Revised Bloom’s: 2-Dimensional
 Revised Bloom’s Taxonomy designed to be 2-
dimensional instead of 1-dimensional
 Knowledge Dimension
 Factual
 Conceptual
 Procedural
 Meta-cognitive
 Cognitive Process Dimension
 Remember, Understand, Apply, Analyze, Evaluate, Create

27. Knowledge
Dimension
Cognitive Process Dimension
Remembe
r
Understan
d
Apply Analyze Evaluate Create
Factual List Summariz
e
Classify Order Rank Combine
Conceptua
l
Describe Interpret Experimen
t
Explain Assess Plan
Procedural Tabulate Predict Calculate Differentia
te
Conclude Compose
Meta-
cognitive
Appropria
te Use
Execute Construct Achieve Action Actualize
2-D Revised Bloom’s Taxonomy

28. Bloom's Taxonomy of Educational Objectives
for Affective Goals

29. Affective Domain
 Concerns emotional responses to phenomena.
 Incorporates awareness of feelings generated to
phenomena as well as value judgments about
phenomena.
 It is complex, ill defined and difficult to measure.

30. CLASSIFICATION
 Attitude – disposition towards or against a
phenomenon that leads to an inclination to behave in
ways reflecting the attitude.
 Appreciation- involves enjoyment of and experiencing
pleasure in relation to phenomenon.
 Valuing – evaluation of phenomenon as having worth,
utility and importance.

32. Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Affective Domain
1. RECEIVING – Student’s willingness to attend to
particular phenomenon or stimuli.
-from a teaching standpoint it is concerned with
getting, holding, and directing student’s attention.
-the lowest level of learning outcomes in the
affective domain.
CHARACTERISTIC BEHAVIORS
Awareness
Willingness to receive
Controlled or selected attention

33. Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Affective Domain
2. RESPONDING – Refers to active participation on
the part of the student.
-Higher levels of this category include those
instructional objectives that are commonly classified
under interests.
CHARACTERISTIC BEHAVIORS
Acquiescence in responding
Willingness to respond
Satisfaction in response

34. Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Affective Domain
3. VALUING – Concerned with the worth or value a student
attaches to a particular object, phenomenon, or behavior.
-Ranges in degree from the more simple acceptance to the
more complex level of commitment.
-Instructional objectives that are commonly classified under
“attitudes” and “appreciation”
CHARACTERISTIC BEHAVIORS:
Acceptance of value
Preference for a value
Commitment

35. Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Affective Domain
4. ORGANIZATION –concerned with bringing
together different values, resolving conflicts
between them, and beginning the building of an
internally consistent value system.
-Instructional objectives relating to the development
of a philosophy of life fall into this category.
CHARACTERISTIC BEHAVIORS
Conceptualization of Value
Organization of Value

36. Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Affective Domain
5. CHARACTERIZATION by a VALUE or VALUE
COMPLEX – at this level the individual has a value
system that has controlled his or her behavior fir a
sufficiently long time for him or her to have
developed a characteristic “lifestyle”
-Instructional objectives concerned with general
patters of adjustment.
CHARACTERISTIC BEHAVIORS
Generalized set
Characterization

37. Affective Domain Levels
Reception Response Value Organization Characterization by Value or
Value Complex
Acknowledge
Ask
Attend
Be aware
Choose
Describe
Follow
Give
Hold
Identify
Listen
Locate
Name
Receive
Reply
Select
Show alertness
Tolerate
Use
View
Watch
Agree to
Answer
Ask
Assist
Communicate
Comply
Consent
Conform
Contribute
Cooperate
Discuss
Follow-up
Greet
Help
Indicate
Inquire
Label
Obey
Participate
Pursue
Question
React
Read
Reply
Report
Request
Respond
Seek
Select
Visit
Volunteer
Write
Accept
Adopt
Approve
Complete
Choose
Commit
Describe
Desire
Differentiate
Display
Endorse
Exhibit
Explain
Express
Form
Initiate
Invite
Join
Justify
Prefer
Propose
Read
Report
Sanction
Select
Share
Study
Work
Adapt
Adhere
Alter
Arrange
Categorize
Classify
Combine
Compare
Complete
Defend
Explain
Establish
Formulate
Generalize
Group
Identify
Integrate
Modify
Order
Organize
Prepare
Rank
Rate
Relate
Synthesize
Systemize
Act
Advocate
Behave
Characterize
Conform
Continue
Defend
Devote
Disclose
Discriminate
Display
Encourage
Endure
Exemplify
Function
Incorporate
Influence
Justify
Listen
Maintain
Modify
Pattern
Practice
Preserve
Perform
Question
Revise
Retain
Support
Uphold
Use

38. PSYCHOMOTOR
DOMAIN

39. Psychomotor
Habit
Practice
Imitation

40. PSYCHOMOTOR DOMAIN
 Concerns skills involving neuromuscular activities and
physical manipulations.
 Mastery requires practice.

41. • Dave's (1975):
• Imitation — Observing and patterning behavior after someone else.
Performance may be of low quality. Example: Copying a work of art.
• Manipulation — Being able to perform certain actions by following
instructions and practicing. Example: Creating work on one's own, after
taking lessons, or reading about it.
• Precision — Refining, becoming more exact. Few errors are apparent.
Example: Working and reworking something, so it will be “just right.”
• Articulation — Coordinating a series of actions, achieving harmony
and internal consistency. Example: Respond effectively to unexpected
experiences. Revise treatment plant to adapt to changes in patient’s
condition.
• Naturalization — Having high level performance become natural,
without needing to think much about it. Examples: Construct a new
theory. Create a new treatment approach.
Levels of Psychomotor

42. Level Description Verbs Example
Imitation copy action of another;
observe and replicate
copy, follow, replicate,
repeat, adhere
watch teacher or trainer
and repeat action, process
or activity
Manipulation reproduce activity from
instruction or memory
re-create, build,
perform, execute,
implement
carry out task from
written or verbal
instruction
Precision execute skill reliably,
independent of help
demonstrate, complete,
show, perfect, calibrate,
control,
perform an activity with
expertise and to high
quality without assistance
or instruction; able to
demonstrate an activity to
other learners
Articulation adapt and integrate
expertise to satisfy a non-
standard objective
construct, solve,
combine, coordinate,
integrate, adapt,
develop, formulate,
modify, master
relate and combine
associated activities to
develop methods to meet
varying, novel
requirements
Neutralization automated, unconscious
mastery of activity and
define aim, approach
and strategy for use of
design, specify, manage,
invent, project-manage
Psychomotor Domain

44. Psychomotor Domain
Perception- perception of sensory
cues that guide action and ranges
from awareness of stimuli to
translation into action.
• Verbs: Chooses, Differentiates,
Identifies Detects.
• Example: Detects the early signs
of Decubitus Ulcers.

45. Psychomotor Domain
Set: Readiness to act
• Verbs: Starts, Begins, Moves
Reacts.
• Example: Reacts promptly to the
emergency situation during
trauma postings.

46. Psychomotor Domain
Guided Response: It is a initial
stage in learning a complex skill
that includes initiation, trial and
error. Adaquacy of performance is
achieved by practicing.
• Verbs: Carries out, Performs,
Calculates.
• Example: Performs bed making as
demonstrated by the teachers.

47. Psychomotor Domain
Mechanism: The performance
becomes habitual at this level. The
learned skills are performed with
some confidence and proficiency.
• Verbs: Similar to level 3
• Example: Calculates the volume of
fluid required in the first day for a
patient admitted with 60
percentage burns and weighing 50
Kg.

48. Psychomotor Domain
Complex overt response: This level
typies the skilled performance and
involves economy of effort ,
smoothness of action, accuracy
and efficiency etc.
• Verbs: Similar to level 3
• Example:Performs ET Tube
intubation correctly.

49. Psychomotor Domain
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
• Verbs: Adapts, Modifies,
Reorganizes etc.
• Example: Modifies sterlization
techniques according to the articles
to be sterlized.

50. Psychomotor Domain
Organization: Creating new
movement patterns to fit a particular
situation or specific problem.
Learning outcomes emphasize
creativity based upon highly
developed skills.
• Verbs:Composes, Creates, Designs
etc.
• Example: Design a splint to restrain
the forearm of a child who is on IV

51. Another way to look at this is via the A,B,C, D’s
A= Audience (Student will be able to)
B= Behavior: What they are expected specifically to do and
how to demonstrate it
C= Condition: Condition in which the task will be performed.
D= Degree: How well they will be expected to perform the
task.

52. • S= Specific
• M= Measureable
• A= Attainable/Achievable. Can the students
actually perform the objective within the
skill sets and time frame assigned?
• R= Relevant. Is the objective relevant to the
lesson, its overall goal or end result, the age
group, and prerequisite knowledge?
• T= Time bound
SMART Objectives

53. QUALITIESOF AN instructional OBJECTIVES
• Relevant – EO based on the needs of the learner.
• Feasible and Achievable – Students must be able to do
what is said in EO, within the allotted period of time.
• Measurable – Provision to evaluate the end result.
• Observable – There must be a means to observe the
progress towards the achievement of desired
behavioral modification.
• Unequivocal – ‘Equivocal’ (Words bearing more than
one meanings)
• Logical – EO must be agreeable or reasonable in
relation to the teaching – learning activities.

54. MEANING FUL STATEMENT OF OBJECTIVES
1. Teacher Centered Objectives: Written in relation to
the teachers activity.
2. Subject Centered Objectives: Written by giving
significant importance to subject matter.
3. Learner Centered Objectives: Stated in terms of
activities performed by the learners as a result of
teacher – learner activity.
4. Behavior Centered Objectives: Objectives stated in
terms of expected behavior change.

55. ADVANTAGES OF BEHAVIORAL OBJECTIVES
• Opportunity for the teacher to examine the
content of teaching.
• Helps the teacher to determine whether the
intended contents are taught.
• Helps the teacher to consistently evaluate the
students performance.
• Justifies the selection of teaching-learning
methods, content and selection of
experiences.

56. Writing Instructional Objectives
Summary
The statement guides the selection of
instructional resources and activities.
The statement determines the assessment
or evaluation that will be used.
Use action verbs that are measurable
ALL objectives MUST be assessed
Be realistic
Be specific

57. Writing Instructional Objectives
Conclusion
• Instructional objectives
guide the remaining
steps in planning a
lesson.
• No lesson can be effective
without effective
instructional objectives –
• A lesson without effective
objectives is like a trip
without a destination,

58. A good teacher makes you think
even when you don’t want to.
(Fisher, 1998, Teaching Thinking)

59. He who learns but does
not think is lost
(Chinese Proverb)