Writing Objectives
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1) The document discusses the ABCD method for writing objectives for lessons, where A is for Audience, B is for Behavior, C is for Condition, and D is for Degree. 2) It provides examples of well-written objectives that include specific behaviors, conditions, and criteria for assessment. 3) Instructors are asked to rewrite the objectives for their own lessons using concrete behaviors, clear conditions, and measurable degrees of performance based on the ABCD method.
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The document discusses how to write effective learning objectives using the ABCD method. It states that objectives should be student-focused, measurable, specific and realistic. Objectives define what students will be able to do, under what conditions, and to what degree of proficiency after a learning experience. Well-written objectives focus on observable and measurable behaviors and guide assessment of whether students achieved the intended learning outcomes.
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Writing instructional objectives[2013]
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
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Writing specific instructional/learning objectives
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
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Writing specific instructional/learning objectives
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Writing Objectives
- 1. Writing Objectives Teach what you mean to teach Presented by: SVCC IT Department Audience Behavior Condition Degree
- 3. Today’s Objective Using their own lesson plans, SVCC instructors will write 2-5 objectives that include all four parts of the ABCD method of writing objectives. Audience Behavior Condition Degree
- 4. Why is writing good objectives important? Audience Behavior Condition Degree
- 5. What an objective is NOT Audience Behavior Condition Degree
- 6. Qualities of Useful Objectives A udience B ehavior C ondition D egree - Unknown Performance Conditions Criterion - Robert Mager Audience Behavior Condition Degree
- 7. Audience Audience Behavior Condition Degree Who are your learners?
- 8. Behavior - Performance Fuzzy Words to know to understand to really understand to appreciate to fully appreciate to grasp the significance of to enjoy to believe to have faith in to internalize Better Words to write to recite to identify to sort to solve to construct to build to compare to contrast to smile Audience Behavior Condition Degree
- 9. Behavior - Performance Audience Behavior Condition Degree Be able to write a news article. Be able to develop an appreciation of music.
- 10. Behavior - Performance Audience Behavior Condition Degree Be able to understand mathematics. Be able to sew a seam.
- 11. Behavior - Performance Audience Behavior Condition Degree Know how to do calculus. Calculate the slope of a function at a certain point by differentiating.
- 12. Given a problem of the following type… Given a list of… Given any reference of the learner’s choice… Without the aid of references… Without the aid of a calculator… Audience Behavior Condition Degree Condition
- 13. Objective without condition: Be able to solve problems in algebra. With condition: Given a linear algebraic equation with one unknown , be able to solve (write the solution) for the unknown without the aid of references, tables, or calculating devices . Condition Audience Behavior Condition Degree
- 14. Questions to ask yourself Condition Audience Behavior Condition Degree
- 15. How well? (Does the learner get the credit or not?) Example: Given a compass, ruler, and paper, be able to construct and bisect any given angle larger than five degrees. Bisections must be accurate to one degree. Degree Audience Behavior Condition Degree
- 16. Audience Behavior Condition Degree Given a list of factors leading to significant historical events, be able to identify (underline) at least five factors contributing to the Crash of 1929. Identify ABCD
- 17. Using their own lesson plan, SVCC instructors will write 2-5 objectives that include all four parts of the ABCD method of writing objectives. Audience Behavior Condition Degree Identify ABCD
- 18. Audience Behavior Condition Degree Reference Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3 rd ed.). Atlanta, GA: The Center for Effective Performance, Inc.
- 19. Audience Behavior Condition Degree Re-write your lesson’s objectives using all four parts of the ABCD method of writing objectives. Pay special attention to using concrete words for the behavior. Your Turn