EDU555 CURRICULUM AND

INSTRUCTION

WEEK
9

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
0 Robert Magerobjectives
(1962) Preparing
Instructional
Objectives
0 Objectives must be OBSERVABLE and
MEASURABLE
0 BEHAVIORAL OBJECTIVES

Mager format of
instructional
Robertobjectives
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
- What learnerobjectives
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
2) Testingobjectives
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
Example
s:
- state
- list down
- identify
- compare
- calculate
- draw
- name
the

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

Mager format of
instructional
objectives
Criticisms:
1)
2)
3)

Not practical difficult to write

Difficult to accomplish the kind of
specificity
Becomes unmanageable for teachers to
write
because too many objectives and
specificity

Instructional
Objectives
0
Grondlund (1970) suggested there are 2
levels of
objectives:
1) General objectives
2) 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

Benjamin Bloom (1956) proposed the most

helpful guides for the behaviour
classification
0
He created a scheme that classifies
instructional
objectives in a systematic way
0

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
- Involvesfiguring,
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

1)Perceptual
abilities
watching,
exploring,
catching
2) Physical activities
3)Skilled
movementtyping, skating
4)Non-discursive
communicationability to comm.
through body

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

1)Organizing
(integrated
new
set of values in his
value)
2)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