EDU555 CURRICULUM AND INSTRUCTION

WEEK 8

INSTRUCTIONAL OBJECTIVES

Instructional Objectives
0 To start teaching: teacher must be guided by

instructional objective, followed by strategies and

tools to accomplish the task, and then evaluate the
outcomes

Instructional Objectives
0 Objectives: desired outcomes of learning
0 Purpose:
Defining the intents of an educational plan
Helping teachers to plan steps necessary to achieve

plan
Helping students to know what is expected of them at
the end of the program

Instructional Objectives
Helping teachers, administrators and society to

assess the products of the system

Statement that described the teachers intent about
how students should change

Mager format of instructional

objectives
0 Robert Mager (1962) Preparing Instructional

Objectives
0 Objectives must be OBSERVABLE and MEASURABLE
0 BEHAVIORAL OBJECTIVES

Mager format of instructional

objectives
0

Robert Mager (1962) suggested that objectives of

learning need to be specific in term of:
1) Student behaviour
- What the learner will be able to do when he has
mastered the objectives

Mager format of instructional

objectives
- What learner will be doing or behavior the teacher
will accept as evidence that the objectives have been
achieved
- using verbs that denote observable action
- at the end of the lesson, the students should be able
to identify.

Mager format of instructional

objectives
2) Testing situation
Under what conditions he will be able to do it
The condition under which the behaviour will be
observed
given the blank world map students should be
able to locate the 5 active volcanoes

Mager format of instructional

objectives
3) Performance criteria
- To what standard he will be able to do it
- The standard of the performance level defined as
acceptable
- indicating correctness, speed, rate of response
- given the blank world map students should be able to
locate the 5 active volcanoes

Mager format of instructional

objectives
0 use precise words that are not open to many

interpretations
0 Link the 3 parts together when writing the behavioral
objectives
0 Start by stating students behaviours, condition and
performance

Less precise words

- To know
- To understand
- To appreciate
- To enjoy
- To feel
- To appreciate
- To thank

Precise words
Examples :
- state
- list down
- identify
- compare
- calculate
- draw
- name the

- colour the..
- measure
- solve
- match the..

Mager format of instructional

objectives
Criticisms:
1) Not practical difficult to write
2) Difficult to accomplish the kind of specificity
3) Becomes unmanageable for teachers to write
because too many objectives and specificity

Instructional Objectives
0
1)
2)

Grondlund (1970) suggested there are 2 levels of

objectives:
General objectives
Specific objectives

Instructional Objectives
0 General instructional objectives must be followed by a

sample of specific behavioral outcomes

0 Teaching may be directed towards achievement of the
general objectives

Instructional Objectives
0 Specific objectives may form the basis for testing and

assessment

Blooms Instructional Objectives

0 There are different types of behaviours can be

specified in writing the instructional objectives

0 Y??
0 Learning outcomes are varied and may be classified
into different categories

Blooms Instructional Objectives

0
0

Benjamin Bloom (1956) proposed the most helpful

guides for the behaviour classification
He created a scheme that classifies instructional
objectives in a systematic way

Blooms Instructional Objectives

0 He divided the objectives into 3 domains:
1)Cognitive domain : knowing fact and information
2)Psychomotor domain: performing physical skills
3)Affective domain: exhibiting personal attitudes

Blooms Instructional Objectives

COGNITIVE DOMAIN
- Divided into 6 levels
(from simple
complex)
1) Knowledge
- k/l of specifies
- Ways / mean of dealing
with specify =
classification, category

2) Comprehension
- Related to translation,
interpretation,
extrapolation of
materials (e.g.
interpret a table)
- E.g. u/s an essay,
summarizing

Blooms Instructional Objectives

3) Application
- Involves the use of
abstraction in particular
situation
- E.g. able to apply a
mathematical formula
- Involves- figuring,
reading, handling
equipment

4) Analysis
- Breaking up a whole into
parts
- E.g. Body brain
section of brain
neuron

Blooms Instructional Objectives

5) Synthesis
- Putting parts together in
a new form
- E.g. producing an
original piece of art

6) Evaluation
- Judging in term of
internal evidence and
logical consistency
- E.g. an essay using their
own opinion

Blooms Instructional Objectives

PSYCHOMOTOR DOMAIN
0 6 classifications:
1) Reflex movementinvoluntarily response
2) Fundamental
movement crawling,
biting

3) Perceptual abilities
watching, exploring,
catching
4) Physical activities
5) Skilled movementtyping, skating
6) Non-discursive
communication- ability
to comm. through body
language

Blooms Instructional Objectives

AFFECTIVE DOMAIN
0 5 categories:
1) Receiving (student is
aware)
2) Responding
3) Valuing (involve in
some experiences)

4) Organizing (integrated
new set of values in his
value)
5) Organization by value
(acts consistently
according to the value)

Blooms Instructional Objectives

AFFECTIVE DOMAIN
- participate, choose,
show, demonstrate
- at the end of the class,
the students will able to
show concern for safety

0 Within each of 3

domains, there are

different levels of
behaviours (simple to
complex hierarchical
order)
0 The entire classification
system is called
taxonomy

CRITICISM ON BLOOMS
TAXONOMY
1)

2)

He classifies the objectives from simple to complex

lead to misinterpretation some may consider
simple knowledge is not important
Hierarchical ordering it does not fit all knowledge
equally