FORMULATING INSTRUCTIONAL OBJECTIVES

Educational Aims The most general educational objectives. Educational Goals The Objectives of the school curricula and courses. Instructional Objectives The objectives of units and lessons.

Two Forms of Instructional Intent 1.) Broad Instructional Intent denotes the use of terms educational aims, educational goals and general objectives. - broad goals of instruction 2.) Specific Instructional Intent denotes the use of terms performance objectives, behavioral objectives and instructional objectives. - it begins by identifying the goals at a broad level and then followed by the more specific objectives. EDUCATIONAL GOALS - contain the rationale of a learning area/subject or a course for a semester or academic year. - general statements of intent or broad instructional intent that are prepared during the conceptualization of a course on yearly planning. - the long ranged desired outcomes of instruction which give a sense of direction to teachers in planning lessons. - a broad statements of instructional intent that describe the general purpose of instruction. Example: To acquire knowledge about the geography of the Philippines. To develop an appreciation for Philippine culture. To develop enjoyment in reading Philippine literature. INSTRUCTIONAL OBJECTIVES - may be called educational objectives or learning objectives. - the specific actual behaviors expected of students to perform during the conduct of the lesson. - short-term, specific descriptions of what teachers are expected to teach and what students are expected to learn. - an organizational framework for selecting and sequencing learning experiences and allow teachers to assess and chart group or individual progress.(Eby & Judy,2000). Functions of Instructional Objectives: 1. Instructional objectives are statements about specific student behaviors that must be, in some observable and unreasonable way, witnessed by the teacher as an indication that learning has taken place. Apparently, these are the applied and practical means through which learning is expressed in the classroom. (Dynneson & Gross, 1995) 2. used to describe the teachers intention for students growth and change. These objectives helps teachers and students know where they are going and when they have arrived at their destination. (Arends, 2004) 3. Instructional objectives are statements describing what the students will be able to do upon completion of the planned learning experience (Kellough,2003) 4. Instructional Objectives are statements of measurable learning that are intended to take place as a result of instruction. 5. Instructional objectives serve to focus attention on important matters and thereby contribute to student achievement, keep to improve communication about tasks by translating general goals into more specific planning and testing for mastery(McNeil & Wiles,1990) 6. Instructional objectives or learning outcomes are statements of the concepts, attitudes or skills that students are expected to accomplish by the end of some period of instruction. Virtually, these objectives are outgrowth of the educational goals.(Lasley II et al, 2002).

Significance of Instructional Objectives in Planning Instruction 1. Instructional objectives establish the framework for instruction and compel teachers to provide the environment and sequence of activities that will allow students to reach the stated intent. 2. Instructional objectives help facilitate the identification of what is expected of students at the conclusion of the study; serve as the basis for organizing instructional activities and materials; determining ways to assess student performance; and serve as the performance level of accountability for students. 3. Instructional objectives serve to focus attention on important matters and thereby contribute to student achievement; help to improve communication about tasks by translating general goals into more specific concerns; and assist teachers in planning and testing for mastery.

Educational Goals Versus Instructional Objectives

EDUCATIONAL GOALS - referred to as general objectives when planning a course as a unit of study. - broad statements used to describe the purpose of the lesson. - intangible, abstract and cannot be validated

INSTRUCTIONAL OBJECTIVES - specify what learners should be able to do. - specific statements describing an intended result of instruction. - precise, tangible, concrete and can be validated

Example:

1. To acquire knowledge about the geography of the Philippines 2. To develop an appreciation for Philippine music.

Example:

1. With the use of a Philippine map, the students will be able to locate the seventeen regions in the country within three minutes. 2. During a music lesson, the students will be able to sing Philippine music with the accompaniment of a guitar or a piano.

Categories of Instructional Objectives

1. COGNITIVE DOMAIN deals with academic information and knowledge . The focus is upon what students will accomplish intellectually by recalling facts, concepts, and generalizations; applying information and concepts; synthesizing various concepts and generalization and making judgment according to standards and criteria. Blooms Taxonomy of Cognitive Domain has six levels: a. Knowledge Level refers to the acquisition of knowledge or the recall of facts, concepts, and generalization from an academic discipline. recall recite relate recognize reproduce repeat b. Comprehension Level simple interpretation.

Action verbs:

select list choose state locate cite describe label match define name memorize draw arrange outline duplicate order complete the ability to translate or interpret knowledge as well as make

Action verbs:
classify compare convert compute discuss defend

distinguish display review retell predict transform

explain translate restate rewrite express review

infer estimate expound extend match report

c. Application Level taking information that has been studied and understood at the previous levels and applying concepts or generalizations to new situations. apply solve modify develop act out simulate measure separate discover perform collect produce manipulate prepare participate draw demonstrate dramatize exhibit intersect calculate reconstruct use operate d. Analysis Level the breaking down of complex materials into component parts to facilitate explanation. explore differentiate question appraise examine experiment contrast identify analyze separate organize subdivide arrange relate break down research verify deduct inquire check out divide debate take apart originate e. Synthesis Level related to putting parts together in new form, creating new ideas combine organize document generalize mix formulate rearrange relate collect produce synthesize reconstruct compose plan predict hypothesize create assemble revise develop design write incorporate f. Evaluation Level judging the value of materials or ideas; using decision-making skills. judge argue consider validate defend assess rate support score conclude select choose demonstrate predict recommend revise criticize justify standardize rank value compare prioritize discriminate 2. AFFECTIVE DOMAIN - deals with attitudinal, emotional, and valuing goals of learners and are presented in hierarchical order. a. Receiving Level being aware of and willing to attend freely to stimuli and messages in the environment. Action verbs: give listen attend to be aware hold use look identify locate name ask recall point out describe select reply point to share notice to take in b. Responding Level requires active participation of learners and positive response to the information by actively engaging in it.

Action verbs:

Action verbs:

Action verbs:

Action verbs:

Action verbs:

comply obey participate volunteer answer applaud approve assist help label greet discuss command play follow perform practice react reply recite present read tell write c. Valuing Level displaying behaviors that are appropriate and considerate with values, beliefs and attitudes.

Action verbs:

argue debate display regard assist esteem insist explain describe arm accept read desire complete justify join follow invite prefer d. Organizing Level concerned with synthesizing different values, between values and constructing an internally congruent value system

express initiate share study report resolving conflicts

Action verbs:

select formulate combine define explain e. Characterizing Level

Defend Display Determine Re-examine Persist Insist Resist Internalize Personalize Verify Influence Demonstrate Act Complete Listen Discriminate Modify Perform Practice Propose Solve Serve Revise Qualify 3. PSYCHOMOTOR DOMAIN emphasized the development of motor skills in four levels. a. Moving involves gross motor narrow coordination

Action verbs:

compare reason alter arrange balance decide defend modify hypothesize assert synthesize discuss relate demonstrate propose behaving in ways consistent with espoused values.

Action verbs:

Adjust Group Carry Clean b. Manipulating involves motor coordination

Obtain Jump

Walk Locate

Action verbs:

Assemble Build Calibrate Play Thread Turn c. Communicating involves communication of ideas and feelings

Connect Construct

Action verbs:

Analyze Ask Describe Draw Explain Write Relate Interact d. Creating represents the students coordination of thinking, learning and behaving in all three domains. Action verb : Create Design Invent

Elements of Instructional Intent

1. Performance refers to the specifications of what students are expected to do after receiving instruction. 2. Product specifies what is to be and the result of the students performance 3. Condition establishes the conditions under which the learner is to perform the prescribed action. 4. Criterion dictates the level of acceptable student performance.

The ABCDs of Writing Objectives by Lasly II and his associates in planning

lessons A stands for the audience (student/learner) the objective is written for. B indicates the behavior or kind of learning outcome expected from each student C specifies the condition under which the learner is to exhibit the learned knowledge, skill or attitude. D states the degree of proficiency the student must exhibit - Behavioral objectives help teachers to identify the behaviors to be changed in teaching - To increase communication among teachers about activities in the classroom - Provide a meaningful basis for the evaluation of the instruction. Guidelines in Writing Instructional Objectives 1. Decide the kinds of learning outcomes that you want to express in the objectives. 2. Determine whether a general or specific objective is appropriate. 3. Consider the information that needs to be included in the objectives. Guidelines in Preparing Instructional Intent Composing Four Elements 1. Spell out the terminal behavior (performance) that details the actions that will be accepted as evidence that the intent has been achieved. 2. Specify the product or what is to be produced by student action. 3. Describe the condition under which the student action is to be expected. 4. State the criteria of acceptable performance you are describing how well you want the student to perform. EVALUATING OBJECTIVES 1. Student performance 6. Sequential 2. Observable 7. Relevant 3. Specific 8. Attainable 4. Valid 9. Challenging 5. Measurable 10. Acceptable