Instructional objectives should specify observable and measurable student behaviors. Well-written objectives have four parts - the audience, the behavior, the conditions, and the degree of mastery. Objectives guide lesson planning and focus learning on outcomes for students. Teachers should conduct task analysis to determine the steps needed to achieve the goal and write objectives accordingly. Objectives should be appropriate to the cognitive, affective, or psychomotor domain and identify what students will do, not teacher actions.

1. WritingWriting
InstructionalInstructional
ObjectivesObjectives
Dr. GOUTAM PATRA (WBES)Dr. GOUTAM PATRA (WBES)
Govt. College of Education,Govt. College of Education,
BanipurBanipur

3. Remember-Remember-
What to teach?
Whom to teach?
Where to teach?
How to teach?
Why to teach?

4. What is a Goal and Objective?What is a Goal and Objective?
Goals are broad,Goals are broad,
generalized statementsgeneralized statements
about what is to beabout what is to be
learned. Think of themlearned. Think of them
as a target to beas a target to be
reached, orreached, or ““hit.hit.””
– ExampleExample: Students will be: Students will be
able to apply proper grammarable to apply proper grammar
to composition papers.to composition papers.

5. Instructional GoalsInstructional Goals
 Begin by identifying
the part of the goal to
be achieved in the
lesson you are
teaching.

6. Instructional GoalsInstructional Goals
 Before beginning to
write your
instructional
objective(s), you
must know what the
finished product will
look like
 (what knowledge, skills and abilities will the students ha

7. ObjectivesObjectives
 Instructional objectives are specific,Instructional objectives are specific,
measurable, short-term,measurable, short-term, observableobservable studentstudent
behaviors.behaviors.
 Objectives lead to related activities and goodObjectives lead to related activities and good
assessment.assessment.
 Objectives are tools to ensure your studentsObjectives are tools to ensure your students
reach your goals.reach your goals.

8. It ensures that learning is
focused clearly enough that
both students and teacher know
what is going on, and so
learning can be objectively
measured.

9. Necessity of Writing InstructionalNecessity of Writing Instructional
ObjectivesObjectives
 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

10. Types of ObjectivesTypes of Objectives
CognitiveCognitive
– Mental skills (Knowledge,Mental skills (Knowledge,
Understanding, Application)Understanding, Application)
AffectiveAffective
– Beliefs and attitudes, aptitudesBeliefs and attitudes, aptitudes
PsychomotorPsychomotor
– Physical skills, Using hands with penPhysical skills, Using hands with pen
and pencilsand pencils

11. Cognitive:
Knowledge-Factual,
Conceptual,Procedural,Meta
cognitive
Action verbs:-To State,
define, name, recognize etc.

12. Understanding/comprehension:
Action verbs-To illustrate,
interpret,classify,examplify,
compare, differentiate etc.
Application:
Action verbs-To Explain, execute,
Implement, analyze, synthesize,
evaluate

13. ABCD’s of ObjectivesABCD’s of Objectives
 Audience: Who is it aimed at?: Who is it aimed at?
 Behavior: What do you expect them to be able to: What do you expect them to be able to
do? This should be ando? This should be an overtovert observable behavior.observable behavior.
If you can’t see it, hear it, taste it, touch it orIf you can’t see it, hear it, taste it, touch it or
smell it, you can’t be sure your audience reallysmell it, you can’t be sure your audience really
learned it.learned it.
 Condition: How and under what circumstances: How and under what circumstances
will the learning occur? What will the student bewill the learning occur? What will the student be
given or already be expected to know togiven or already be expected to know to
accomplish the learning?accomplish the learning?
 Degree: How much? Must a specific criteria be: How much? Must a specific criteria be
met? (Total mastery at 100% or respondmet? (Total mastery at 100% or respond
correctly 80% of the time?)correctly 80% of the time?)

14. Writing InstructionalWriting Instructional
ObjectivesObjectives
As you write
instructional objectives,
you should remember the
following :

15. Guidelines for InstructionalGuidelines for Instructional
ObjectivesObjectives
Instructiona
l objectives
guide the
use of
instructional
activities

16. Guidelines for InstructionalGuidelines for Instructional
ObjectivesObjectives
Instructiona
l objectives
guide the
selection of
instructional
resources –
 Not Vice Versa

17. Guidelines for InstructionalGuidelines for Instructional
ObjectivesObjectives
Instructional
objectives
focus on
learning
outcomes for
students,
NOT actions
by the teacher

18. Guidelines for InstructionalGuidelines for Instructional
ObjectivesObjectives
Instructional
objectives are
stated in
terms of
observable
student
outcomes.
“Students will
understand the
law of supply
and demand.”
is not a
statement of
an observable
outcome.”

19. Choosing Appropriate InstructionalChoosing Appropriate Instructional
ObjectivesObjectives
Which of
these two
statements is
more
appropriate as
an
instructional
objective?
Students will be
shown the steps
for solving a word
problem.
Students will be
able to identify the
steps in solving a
word problem.

20. Choosing Appropriate InstructionalChoosing Appropriate Instructional
ObjectivesObjectives
The first statement identifies what
the teacher will do, not what the
learning outcomes for students
will be.
Therefore, the second statement is
the more appropriate statement of
an instructional objective.

21. Choosing Appropriate InstructionalChoosing Appropriate Instructional
ObjectivesObjectives
A)
Students
will be
able to
write a
complete
sentence.
B)
Students
will be able
to identify
statements
that express
a complete

22. Choosing Appropriate InstructionalChoosing Appropriate Instructional
ObjectivesObjectives
B is the appropriate
instructional objective for
the examination item
identified. Statement A
requires a different level of
development and a different
form of evaluation.

23. Instructional Objectives SummaryInstructional Objectives Summary
Start the process of determining
instructional objectives by reviewing the
subject area standards for the grade level
you are teaching.
Identify the standard your lesson is
focused upon.

24. Writing Instructional ObjectivesWriting Instructional Objectives
SummarySummary
 The statement of an
objective should
reflect an appropriate
level in the cognitive,
affective, or
psychomotor domain.
 The statement
identifies learning
outcomes for students
and not actions by the
teacher

25. Task AnalysisTask Analysis
 Consider this
educational goal.
 Students will be able
to write a complete
sentence.

26. Task AnalysisTask Analysis
What must a student be able to do to
complete this task?

27. Examples of Well-writtenExamples of Well-written
ObjectivesObjectives
 Cognitive (application) -Cognitive (application) - ““Given a sentenceGiven a sentence
written in the past or present tense,written in the past or present tense, thethe
studentstudent will be able to re-write the sentencewill be able to re-write the sentence
in future tensein future tense with no errors in tense orwith no errors in tense or
tense contradiction (i.e., I will see hertense contradiction (i.e., I will see her
yesterday.).yesterday.).””
– Audience -Audience - GreenGreen
– Behavior -Behavior - RedRed
– Condition -Condition - YellowYellow
– Degree -Degree - BlueBlue

28. Examples of Well-writtenExamples of Well-written
ObjectivesObjectives
 Affective -Affective - ““Given the opportunity to work in aGiven the opportunity to work in a
team with several people of different races,team with several people of different races, thethe
studentstudent will demonstrate an positive increase inwill demonstrate an positive increase in
attitude towards non-discrimination of race,attitude towards non-discrimination of race, asas
measured by a checklist utilized/completed bymeasured by a checklist utilized/completed by
non-team members.non-team members.””
– Audience -Audience - GreenGreen
– Behavior -Behavior - RedRed
– Condition -Condition - YellowYellow
– Degree -Degree - BlueBlue

29. The EndThe End

30. 1.Skill of Introducing a lesson
A) Securing Attention
 B) Assessing motivational Level
C) Linking with previous
Knowledge
D) Specifying the main Points
E) Use of Preparatory T.L.M.

31. Skill of ExplanationSkill of Explanation
 Objectives Specified
Clarity and Precision of Language
Continuity and Relevance
Use of Example for Illustrations
Stimulus Variation

32. Skill of QuestioningSkill of Questioning
Clarity and Precision of Language
Link With Specific Objectives
Refocusing and redirecting
Using Students Response for
further Questioning
Prompting

33. Use of Black BoardUse of Black Board
Objectives specified
Legibility of writing
 Line, time and Space
Use of Teaching Aids
Use of Students Response

34. Skill of ClosureSkill of Closure
Summerisation
Utility and real life
situation
Future Lesson Task
Evaluation