WRITING INSTRUCTIONAL OBEJCTIVES IN BEHAVIOURAL TERMS

Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training, Indore,
E-Mail: shanti_tejwani@yahoo.com

 mn~ns’;ksa ls &&& fn’kk dk Kku] fdz;k;sa funsZf’kr
 os dFku tks ifjorZu dks izLrkfor djrs gSa A
NCERT ds vuqlkj
 mn~ns’; og fcUnq vFkok vHkh"V gSa ftldh fn’kk
esa dk;Z fd;k tkrk gS] og O;ofLFkr ifjorZu gS] ftls
fdz;k }kjk izkIr fd;k tkrk gS] ftlds fy, ge dk;Z djrs
gSaA
 An Objective is a point or an end view of something
towards which action is directed, planed changes
sought through the activity what we set out to do.

 Overall Objectives of Education ( laiw.kZ ) ---AIMS
 Stage-wise Objectives of Education ( Lrjokj )
 (PRIMARY, SECONDARY, HIGHER)
 Subject-wise Objectives Education ( fo"k;okj )
 (MATHS, HINDI, S. Sc., SCIENCE, ENGLISH)
 Class-wise Objectives of Education ( d{kkokj )
 (VIII, X, XII, B.A. , B.Sc., B.Com
 Lesson-wise Objectives of Education ( ikBokj )
 (Instructional/Specific Objective)

 These are the broad general statement of intended
learning outcome in knowledge skill and attitude of
learner.
 ;s O;kid lkekU; dFku gSa tks vf/kxedRkkZ ds Kku
dkS’ky vfHko`fRr ds laca/k esa visf{kr vf/kxe ifj.kke
dks crkrs gSa rFkk 'kSf{kd dk;Zdze ds fu/kkZj.k o
fdz;kUo;u dks fn’kk iznku djrs gSaA

 An Instructional Objective in behavioural term may be defined as
intended or proposed change in learner behaviour as the result of
instructions.
O;ogkfjd 'kCnkoyh esa vuqns'ku mn~ns’; vf/kxe ifj.kke ds
laf{kIr dFku gSa tks crkrs gSa fd vf/kxedrkZ esa vuqns’ku
ds ifj.kkeLo:i D;k ifjorZu gksaxs A
Need and Importance
 To define the changes in the behaviour of learner as a
result of instruction
 Selection of appropriate teaching method, strategy, and
media
 To organise learning experiences
 To assess the students achievement
 Teaching and Testing can be made objective centre

 Skill of writing Instructional Objective in behavioural
term means the ability to use action verb to write the
desired expected learning outcome of student that will
occur as result of instruction in form of observable &
measurable performance.
vuqns'kukRed mn~ns’;ksa dks O;ogkfjd 'kCnkoyh
esa fy[kuk dkS’ky dk vFkZ fdz;kijd fdz;kvksa dks
iz;qDr dj fo|kfFkZ;ksa ds visf{kr @okafNr vf/kxe
O;ogkj dks fujh{k.kh; ,oa ekiuh; fu"iknu ds :i esa
fy[kus dh dq’kyrk ls gS] ftls vuqns’ku ds ifj.kkeLo:i
izkIr fd;k tk;sxkA

 mn~ns’;
'kSf{kd mn~ns’; &&& laKkukRed] HkkokRed ,oa fdz;kRed
i{k rhuksaa ls lacaf/kr
f’k{k.k mn~ns’; &&& dsoy fdlh ,d i{k ls lacaf/kr ;s 'kSf{kd
mn~ns’;ksa dh izkfIr dk ek/;e@lk/ku gksrs gSaA
vuqns'kukRed mn~ns’; & izdj.k ij vk/kkfjr fuf’pr le;kof/k 30
feuV A
O;ogkjkRed :i &
vf/kxe mijkar vf/kxedrkZ O;ogkj esa D;k dj ldsxkA
What the learner will be able to do when he successfully
complete the learning .
vuqns'kukRed mn~ns’;ksa dks O;ogkfjd :i esa fy[kus gsrq
fdz;kRed fdz;kvksa dk iz;ksx fd;k tkrk gSA
fdz;kRed fdz;kvksa dk iz;ksx D;kas&
mn~ns’;ksa dks ekiu ;ksX;] ckg~; :i eaas fujh{k.k ;ksX;
cukus gsrq ACTION VERB dk iz;ksx OVERT,

OVERT FORM …. vFkkZr~ O;ogkj eas iznf’kZr fd;s
tk;saxsA
tSls & ifjHkkf"kr dj ldsaxsA
lwph cuk ldsaxsA
OBSERVABLE BEHAVIOUR…… bldk vFkZ ml O;ogkj ls
gS ftls lk{; ds :i esa Lohdkj djrs gSa fd vf/kxedrkZ us
O;ogkj dks izkIr dj fy;k gSA
MEASURABLE …. O;ogkj fdl lhek rd fdruh n{krk ls izkIr
fd;k gSA

I. Well Stated
mfpr dFku
II. Adequate with respect to learning outcomes
vf/kxe izkfIr;ksa ds lanHkZ esa mi;qDrrk
III. Relevant to the Content
fo"k;oLrq ls laca/krk
IV. Adequate with respect to the content outline
fo"k;oLrq :ijs[kk ds lanHkZ esa mi;qDrrk

A well Stated instructional objective is one that clearly
communicates what you want to achieve through instruction
Without any ambiguity and scope for misinterpretation. The Criteria
of well stated instructional objective are:
 A – Audience (Learners/Class/ Students) - Specification of the
learner fo|kfFkZ;ksa dk fof’k"Vhdj.k
 B – Behaviour ( Observable Behaviour) - Specification of learner
performance in observable behavioural terms fujh{k.kkRed
O;ogkjkRed 'kCnkoyh esa fo|kfFkZ;ksa ds dk;kZsa@fu"iknu
dk fof’k"Vhdj.k & ftls lk{; ds :i esa Lohdkj djrs gSa fd
vf/kxedrkZ us O;ogkj dks izkIr dj fy;k gSA
 C – Conditions - Specification of conditions in which learner
performance occurs ifjfLFkfr dk fof’k"Vhdj.k ftlls fo|kFkhZ dk
dk;Z@fu"iknu ?kfVr gks
 D – Degree - Specification of the minimum expected level of
performance of the learner fo|kFkhZ dk dk;Z@fu"iknu ds
vuqekfur Lrj dk fof’k"Vhdj.k Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training,
Indore, E-Mail: shanti_tejwani@yahoo.com

 Learner/Student
 Use of Action Verb visf{kr fdz;k
Should be written in future tense (Terminal Behaviour)
 Stating the Conditions n’kk;sa ----
Given List, without computing, given map etc.
 Minimum Level of Performance(Stating the Criteria of
acceptable performance fu.kZ; dk vk/kkj
at least five importance, ten minerals

Example
A teacher plans, teaches and tests at the end, a lesson on
Reinforcement skill for B.Ed. Students.
The following is the objective of the lesson framed by the teacher:
To teach the components of Reinforcement Skill.
The classroom instruction is given in the following way:
The teacher states the desirable and undesirables components.
He conducts the demo himself but students are not clear about
how each component is verified or used.
While Testing, he puts the following question to the students:
Describe in detail the components of Reinforcement skill and
explain how they can be applied to day to day classroom.
Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training, Indore, E-Mail:
shanti_tejwani@yahoo.com

Example -2
Another teacher plans, teaches and tests at the end, a lesson on
Reinforcement skill for B.Ed. Students (to similar Group).
The following are the objectives of the lesson framed by the
teacher:
The Pupil will be able to state, in writing the all desirable
components of reinforcement skill without any reference
material.
The pupil will differentiate desirable and undesirable
components of Reinforcement skill.
At least 80% of the students will be able to prepare lesson plan
by using all desirable components of the Reinforcement Skill.
Student will be able to identify the undesirable components from
a list of components.

The classroom instruction is given in the following way:
The teacher teaches in the following way:
 He systematically defines the components .
 Giving proper examples of each component
 Involves the pupils to say the some reinforcers of each
component one after the other.
While Testing, he puts the following question to the students:
 State the two types of components of Reinforcement skill.
 Differentiate the desirable and undesirable components of
reinforcement skill.
 Write a lesson plan by using desirable components of the
reinforcement skill

 In first example we noticed that the teacher is not clear about
what he wants his pupils to achieve. He is not clear about why
he is teaching (objective). The same is true with his testing.
He does not know exactly in what he has to test his students.
 In second example we noticed that the objectives of the
teacher is clear and well stated.

 Learning Outcomes : It is the end product or the result of
instruction in the form of learning by pupils.
 Learning – change in behaviour
 Change in behaviour– May be in any of the domains ----

 Bloom’s Taxonomy
 Taxonomy 'kCn xzhd 'kCn VSfDll (tasix) o ukseksl
ls cuk gSA ftldk vFkZ gS O;oLFkk o fu;e vFkkZr~
VSDlksukWeh ,d fu;ekuqlkj oxhZdj.k dh O;oLFkk
gSA bl O;oLFkk esa oLrqvksa dks lekurk ;k
vlekurk ds vk/kkj ij O;ofLFkr fd;k tkrk gSA
oSKkfudksa us tkuojksa rFkk ikS/kksa ds foHkktu
rFkk muds vaxksa dh lajpuk ,oa vkarfjd laca/kksa
dks le>us ds fy, rFkk buds laizs"k.k ds fy, bl 'kCn
dk iz;ksx fd;k gSA f’k{kk esa ;g 'kCn tho foKku ls
fy;k x;k gSA 'kSf{kd mn~ns’;ksa ds foHkktu rFkk
muds vkarfjd laca/kksa dks le>us ds fy, bls iz;qDr
djrs gSaA

 COGNITIVE DOMAIN
Covers all the behaviours related to the thinking
processes in the learner.
laKkukRed i{k ---- efLr"d dh fdz;kvkas ls lacaf/kr
gSA
AFFECTIVE DOMAIN
Covers attitudinal, emotional and valuing behaviours of
the learner like his inerest, attitiudes opinions etc.
HkkokRed i{k ------ g~n; ls lacaf/kr gSA
Psychomotor Domain
Covers psychomotor Activities
Skills like speacking, singing, writing, typing etc. ---
Vocational Education, Physical Education etc.
fdz;kRed i{k ------- is’kh; vFkkZr~ fdz;kRed dkS’ky

RECALL &
RECOGNITION
izR;kLej.k ,oa
iquiZgpku
KNOWLEDGE
LEVEL

 It is defined as the ability to grasp the meaning of
material.
 bldk laca/k le> vFkok cks/kxE;rk ls gSA
blesa ikB~;oLrq ls lacaf/kr rhu izdkj dh {kerkvksa dk
fodkl fd;k tkrk gS&
1- vuqokn Translation
2. foospuk@O;k[;k Interpretation
3.oxZ foLrkj Extrapolation

 It is the ability to use learned material in new and
concrete situations. Learning outcomes in this area
require a higher level of understanding than those
under comprehension.
 bldk laca/k lh[ksa x;s Kku dks uohu ifjfLFk;ksa
iz;ksx djus ls gSA blesa vocks/k Lrj ls mPp le> dh
vko’;drk gksrh gSA
 blesa ikB~;oLrq ls lacaf/kr rhu {kerkvksa dk fodkl
fd;k tkrk gS&
1- fu;eksa] lk/kuksa rFkk fl)karksa dk lkekU;hdj.k
djukA Generalissation of laws means and principles.
2. ikB~;oLrq dk fofHkUu ifjfLFkfr;ksa esa iz;ksx
djukA Use the content / material in different conditions
3. detksfj;ksa dk funku djuk diagnose the weaknessDr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training, Indore,

Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training,

 It refers to the ability to breakdown
material/communication into component parts so that
relative hierarchy of ideas is made clear. Learning
outcomes here represents a higher intellectual level
than comprehension and application . bldk laca/k
lEizs"k.k dks VqdM+ksa esa ckaVus ls gS
ftlls rRo vf/kd Li"V gks tk;saA
 blesa ikB~;oLrq ls lacaf/kr fuEu {kerkvksa dk fodkl
fd;k tkrk gS&
1- rRoksa dk fo’ys"k.k Analysis of elements
2. laca/kksa dk fo’ys"k.k A Analysis of relationships
3. fl)karkasa dk fo’ys"k.k Analysis of Principles

It refers to putting together of elements and parts into a
whole. bldk laca/k Kkr o vKkr rRoksa dks
uohu o iw.kZ bdkbZ ds :i esa j[kus ls gSA
blesa ikB~;oLrq ls lacaf/kr fuEu {kerkvksa dk fodkl
fd;k tkrk gS&
 u;k lEizs"k.k mRikfnr djuk Production of unique
communication
 uohu ;kstuk dk fuekZ.k Production of a plan
 vewrZ laca/kksa dk [kkstuk Derivation of a set of
abstract relations

It refers to the judgment about the values of materials and
methods for given objectives. Judgments are to be
based on definite criteria. bldk laca/k fdlh
mn~ns’; dh iwfrZ gsrq fopkjksa dk;ksZa
vkfn ds ewY; fu/kkZj.k ls gSAewY;kadu
gsrq ekunaMksa dk iz;ksx fd;k tkrk gSA
blesa ikB~;oLrq ls lacaf/kr fuEu {kerkvksa dk fodkl
fd;k tkrk gS&
 vkarfjd ekunaMksa ds vk/kkj ij fu.kZ; djuk Judgment
interms of internal criteria
 Ckkg~; ekunaMksa ds vk/kkj ij fu.kZ; djuk
Judgment interms of external criteria
 vewrZ laca/kksa dk [kkstuk Derivation of a set of
abstract relations Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training, Indore,

S. No.
Obj.
I. Well- Stated II.
Domain
III.
Relevant
to the
Content
Learner
Specified
Performance
Observable
Behaviour
Condition
Specified
Degree Cognitive
IV. The Objectives listed are adequate with respect YES/NO
to the Content Outline
Comments if Any : -------------------------
-------------------------------
Signature : Dr. Shanti Tejwani, Principal, Shri Vaishnav College of Teachers Training,

 Student teachers name: …………… Date ………..
 Class ………………………………. Period ………
 Subject: …………….. Time Durarion……….
 Content: Biosphere and Natural Resources
 Skill: Writing Instructional Objectives in Behavioral term
 Objective: To learn Instructional Objectives in Behavioral term

Specific objectives
Knowledge level
Student will be able to
(1)Define Environment without error and without any hint.
(2) Write 5 components of atmosphere without and reference material.
(3) Define Biosphere correctly without any hint.

Understanding Level
(1) define another example of Biotic components
(2) give two examples of each renewable and Non
renewable resources respectively which are not discussed
in the class.
Application level
(1)Explain inexhaustible and Exhaustible natural resources
in ten sentences without any hint.
Analysis Level
(1)Separate examples of Renewable and Non renewable
Resources from the given list without any error.
(2) Differentiate Renewable and Non renewable resources
one the basis and examples of the resources correctly.

 Knowledge level
 Student will be able define noun.
 Student will be able restate the example.
 Student will be able list……
 Understanding----
 Student will be able give examples of noun
 Student will be able to differentiate

 ;kSfxd ds xq.k/keksaZ dh lwph cuk ldsaxsA
 ;kSfxd ds vO;;h rRoksa dk izR;kLej.k dj ldsaxsA
 fn;s x;s inkFkksZa dh lwph esa ls ;kSfxd dk p;u dj
ldsaxsA
 ;kSfxd ds nSfud thou esa mi;ksx crk ldsaxsA
 ;kSfxd ,oa feJ.k esa vUrj crk ldsaxsA
 ;kSfxd ds xq.k/keksaZ dks lkjkaf’kr dj ldsaxsA
 ;kSfxd fuekZ.k esa rRoksa dh mi;ksfxrk o
vuqi;ksfxrk dk ewY;kadu dj ldsaxsA

 prqHkqZt dks ifjHkkf"kr dj ldsaxsA
 prqHkqZt ds xq.kksa dh lwph cuk ldsaxsA
 prqHkqZt ds mnkgj.k crk ldsaxsA
 oxZ dh jpuk dj ldsaxsa
 fn;s x;s prqHkqZt ds rhu dks.kksa ds eki ds vk/kkj
ij pkSFks eki dh x.kuk dj ldsaxsA
 oxZ ,oa leprqHkZt ds xq.kksa esa vUrj dj ldsaxsA
 prqHkqZt ds izdkjksa dk lkjka’k dj ldsaxsA
 leprqHkqZt ds pkjksa dk dks.k dk eku 360 gksrk
gS ds vk/kkj ij oxZ ds pkjksa ds dks.kksa ds eki fl)
dj ldsaxsA @
 dk fu"d"kZ fudky ldsaxsA

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