1 CHAPTER 10 BEHAVIORAL OBJECTIVES ( SAAC-ESCALANTE)

Educational or
_are used to identify the intended outcomes of the education
instructional objectives
process, whether in reference to an aspect of a program or a total
program of study.
Behavioral or learning
_, on the other hand, make use of the
objectives
modifier behavioral or learning to denote that they are actionoriented rather than content oriented and learner-centered rather
than teacher-centered.
goal
A _is the final outcome of what is achieved at the end of the
teachinglearning
process.
goal
A _is the final outcome of what is achieved at the end of the
teachinglearning
process.
Objectives
An_, in contrast, is a specific, single, unidimensional behavior.
Objectives
are short-term in nature and should be achievable at the conclusion
of one teaching session or within a matter of a few days following a
series of teaching sessions.
Objectives
_are statements of specific or short-term behaviors that lead
stepbystep to the more general, overall long-term goal.
Subobjectives
_reflect aspects of a main objective and are also written as specific
statements of short-term behaviors that lead to the achievement of
the primary objective.
Objectives and
_specify what the learner will be able to do as a result of being
subobjectives
exposed to one or more learning experiences.
the format for writing concise and useful behavioral objectives
includes the following three important characteristics:
1. Performance:
*Describes what the learner is expected to be able to do or perform
to demonstrate the kinds of behaviors the teacher will accept as
evidence that objectives have been achieved.
2. Condition:
*Describes the testing situation or constraints under which the
behavior will be observed or the performance is expected to occur.
3. Criterion:
*Describes how well or with what accuracy the learner must be
able to perform
for the behavior to be considered acceptable; the standard, quality
level, or
amount of performance defined as satisfactorily demonstrating
mastery.
1. Identify the testing
situation (condition).
2. State the learner and
the learners behavior
(performance).
3. State the performance
level (criterion).
Specific behavioral
objectives
General behavioral
objectives
taxonomy
Taxonomy of Educational
Objectives
Taxonomy of Educational
Objectives

into low, medium, and

high

To link the behavioral objectives together, the following three steps

are recommended:

_are close-ended statements that incorporate the condition and

criterion for learning, which make them more prescriptive and
predictive for the measurement of outcomes.
_, which do not include the condition or criterion for learning, are
open-ended statements that lend themselves to be used in
evaluating higher cognitive skills.
A _is a mechanism used to categorize things according to their
relationships to one another.
_, as a tool for systematically classifying behavioral objectives.
This taxonomy, which became widely accepted as a standard aid
for planning as well as evaluating learning, is divided into three
broad categories or domains: cognitive, affective, and
psychomotor.
Behavioral objectives are classified _ levels with simple behaviors
listed first (designated by numbers 1.0 or 2.0) and the more

2 CHAPTER 10 BEHAVIORAL OBJECTIVES ( SAAC-ESCALANTE)

complex behaviors listed last (designated by numbers 5.0 or 6.0).
Subobjectives
_are listed under the main objective and are designated by
numbers that range between whole numbers (e.g., 2.1, 3.9, 5.6, or
6.8).
cognitive domain
The _is known as the thinking domain.
Six levels
Objectives in this domain are divided into _
Levels of Cognitive Behavior:
Knowledge
*ability of the learner to memorize, recall, define, recognize, or
identify specific information, such as facts, rules, principles,
conditions, and terms, presented during instruction.
*ability of the learner to demonstrate an understanding or
Comprehension
appreciation of what is being communicated by translating it into a
different form or recognizing it in a
translated form, such as grasping an idea by defining it or
summarizing it in his or
Application
her own words .
*ability of the learner to use ideas, principles, abstractions, or
Analysis
theories in particular and concrete.
* ability of the learner to recognize and structure information by
breaking it down into its constituent parts and specifying the
Synthesis
relationship between parts

Evaluation

affective domain
affective domain

Beliefs
attitudes
values
Receiving

Responding

Valuing

Organization

Characterization

Questioning
Case study
Role-playing
Simulation gaming

* ability of the learner to put together parts and elements into a

unified whole by creating a unique product that is written, oral,
pictorial, and so on.
* ability of the learner to judge the value of something, such as an
essay, design, or action, by applying appropriate standards or
criteria.
The _is known as the feeling domain.
Learning in this domain involves an Increasing internalization or
commitment to
feelings expressed as emotions, interests, attitudes, values, and
appreciations.
_are what an individual perceives as reality
_represent feelings about an object, person, or event
_are operational beliefs that guide actions and ways of living.
Levels of Affective Behavior:
* Ability of the learner to show awareness of an idea or fact or an
consciousness of a situation or event in the environment. This level
represents a willingness to selectively attend to or focus on data or
to receive a stimulus.
*Ability of the learner to respond to an experience, at first
obediently and later willingly and with satisfaction. This level
indicates a movement beyond denial and toward voluntary
acceptance, which can lead to feelings of pleasure or enjoyment as
a result of some new experience.
* ability of the learner to regard or accept the worth of a theory,
idea, or event, demonstrating sufficient commitment or preference
to be identified with some experience seen as having value.
*ability of the learner to organize, classify, and prioritize values by
integrating a new value into a general set of values, to determine
interrelationships of values, and to
harmoniously establish some values as dominant and pervasive.
* ability of the learner to integrate values into a total philosophy or
world view, showing firm commitment and consistency of
responses to the values by generalizing certain experiences into a
value system or attitude cluster
Once appropriate objectives and an accepting climate have been
established, the following educational interventions can be selected
and implemented:

3 CHAPTER 10 BEHAVIORAL OBJECTIVES ( SAAC-ESCALANTE)

Group discussion
psychomotor domain
The _is known as the skills domain.
psychomotor domain
Learning in this domain involves acquiring fine and gross motor
abilities with increasing complexity of neuromuscular coordination
to carry out physical movement such as walking, handwriting,
manipulation of equipment, or carrying out a procedure.
Levels of Psychomotor Behavior:
Perception
* ability of the client to show sensory awareness of objects or cues
associated with some task to be performed.
Set
* ability of the learner to exhibit readiness to take a particular kind
of action, such as following directions, through expressions of
willingness, sensory attending, or body language favorable to
Guided response
performing a motor act
* ability of the learner to exert effort via overt actions under the
Mechanism
guidance of an instructor to imitate an observed behavior with
conscious awareness of effort.
* ability of the learner to repeatedly perform steps of a desired skill
Complex overt
with a certain degree of confidence, indicating mastery to the
response
extent that some or all aspects of the process become habitual.
* ability of the learner to automatically perform a complex motor
act with independence and a high degree of skill, without
Adaptation
hesitation and with minimum expenditure of time and energy.
*ability of the learner to modify or adapt a motor process to suit
the individual or various situations, indicating mastery of highly
developed movements that can be suited to a variety of conditions.
Origination
* ability of the learner to create new motor acts, such as novel
ways of manipulating objects or materials, as a result of an
understanding of a skill and developed ability to perform skills.
transfer of learning
The effects of learning one skill on the subsequent performance of
another related skill is known as _
Health status
Illness state or other physical or emotional impairments in the
learner may affect the time it takes to acquire or successfully
master a skill.
Environmental stimuli
Depending on the type and level of stimuli as well as the learning
style
Anxiety level
The ability to concentrate can be dramatically affected by how
anxious someone feels.
Developmental stage
Physical, cognitive, and psychosocial stages of development all
influence an individuals ability to master a movement-oriented
task.
Practice session length
During the beginning stages of learning a motor skill, short and
carefully planned practice sessions and frequent rest periods are
valuable techniques to help increase the rate and success of
learning.
self-transfer (repetition three types of transfer learning occur:
of
learning),
near transfer (occurs in
situationsthat are very
similar), and far
transfer (occurs
in situations that are
very different).
Movement-oriented
_require an integration of related knowledge and values
activities
1. To force the teacher
The three major reasons for constructing teaching plans are:
to examine the
relationship among the
steps of the teaching
process to ensure a
logical approach to
teaching

4 CHAPTER 10 BEHAVIORAL OBJECTIVES ( SAAC-ESCALANTE)

2. To communicate in
writing and in an outline
format exactly what is
being taught,
how it is being taught
and evaluated, and the
time allotted for
accomplishment of
thebehavioral objectives.
3. To legally document
that an individual plan
for each learner is in
place and is being
properly implemented.
1. The purpose
A complete teaching plan consists of eight basic parts:
2. A statement of the
overall goal
3. A list of objectives
(and subobjectives, if
necessary)
4. An outline of the
related content
5. The instructional
method(s) used for
teaching
the related content
6. The time allotted for
the teaching of each
objective
7. The instructional
resources
(materials/tools)
needed
8. The method(s) used
to evaluate learning
learning contract
A _is defined as a written (formal) or verbal (informal) agreement
between the teacher and the learner that delineates specific
teaching and learning activities that are to occur within a certain
time frame.

1. Content
2. Performance
expectations
3. Evaluation

4. Time frame

Step 1 Determine
specific learning
objectives.
Step 2 Review the
contracting process.
Step 3 Identify the
learning resources.
Step 4 Assess the
learners competency
level and learning needs.
Step 5 Define roles.

Components of the Learning Contract

specifies the precise behavioral objectives to be achieved.
specify the conditions under which learning activities will be
facilitated, such as instructional strategies and resources.
specifies the criteria used to evaluate achievement of objectives,
such as skills checklists, care standards or protocols, and agency
policies and procedures of care that identify the levels of
competency expected of the learner.
specifies the length of time needed for successful completion of
the objectives.
Steps to Implement the Learning Contract

5 CHAPTER 10 BEHAVIORAL OBJECTIVES ( SAAC-ESCALANTE)

Step 6 Plan the learning
experiences.
Step 7 Negotiate the
time frame.
Step 8 Implement the
learning experience.
Step 9 Renegotiate.
Step 10 Evaluate.
Step 11 Document.
Learning curve
_is a term commonly used to describe how long it takes for a
learner to acquire a knowledge, attitude, or motor skill.
Learning curve is divided into six stages:
1. Negligible Progress
-Initially very little improvement in score is detected.
2. Increasing Gains
-The rate of learning increases as the learner grasps the essentials
3. Decreasing Gains
of the task.
4. Plateau
-The rate of improvement slows.
5. Renewed Gains
-No substantial gains are made.
6. Approach to Limit
-The rate of performance again rises if further gains are possible.
-Progress at this point becomes negligible.