chapter 3: setting goals and objectives · instructional objectives. 3. prepare (write) educational...

Chapter 3: Setting Goals

and Objectives

Effective Instructional Strategies Chapter 3: Setting Goals and Objectives

Chapter Three Objectives

After completing chapter 3, students should be able to do the following:

1. State valid rationales for stating instructional goals and objectives.

2. Contrast the terms educational goals, informational objectives, and instructional objectives.

3. Prepare (write) educational goals.

4. Describe the four components that make up a properly written instructional objective.


Chapter Three Objectives—Continued

5. Describe the three domains of learning.

6. Classify objectives into cognitive, affective, and psychomotor domains and rate them as higher- or lower-level within each domain.

7. Prepare (write) informational objectives and instructional objectives at different levels of cognitive, affective, and psychomotor sophistication.

8. Describe the backward design approach to stating instructional intent.


Objective

• Statement that Describes what Students should be able to do after Instruction.

• Emphasis is on Student Performance/Outcome..•• Approaches to Writing Objectives:Approaches to Writing Objectives:

1.1. Robert Mager (1997)Robert Mager (1997)2.2. Norman Gronlund (1999)Norman Gronlund (1999)


An Example of a Mager Objective

─ Given 3 minutes of class time, the student willsolve 9 out of 10 addition problems of the type: 5 + 4 =

• Criterion: 9 out of 10 Addition Problems

• Performance: Solve Solve

• Conditions: Given 3 minutes of class time


An Example of a Gronlund Objective

─ The student can perform simple addition:

Specific

Behaviors

General Statement

• Can Define what Addition Means.

• Can Define Relevant Terms: Addend and Sum

• Can Solve Problems of the Type 5 + 4__


Rationale for Objectives

── FrameworkFramework for Instruction and Evaluation. ─ Identifies General StrategiesStrategies and Activities Activities for

Instruction. ─ Identifies Skills Skills that Learners must be Manifest as a

Result of Instruction. ─ Instructional Expectations Expectations Made Clear. ─ Facilitates Teacher Accountability. Teacher Accountability.


Continuum of Specificity of Goals to Objectives

•• Educational Goals: Educational Goals: − Broad. − Need Extended Period of Time. − Internal Changes—Non-observable.

•• Informational Objectives:Informational Objectives:− Student Performance. − Product/Outcome.

•• Instructional Objectives:Instructional Objectives:− Highly Specific − Performance.− Product. − Conditions. − Criterion.

Low Specificity

High Specificity


Some Illustrative Verbs for Writing Goals


Which statements are NOT Examples of Instructional Instructional Objectives?

1. The students will expand their leisure activities. 2. The students will develop good health habits. 3. The students will be able to compute the current in a series or

parallel circuit.4. The students will formulate an appreciation for all people. 5. Given the voltage and resistance, the students will be able to

calculate the current in a series and parallel circuit with 100 percent accuracy.

6. The students will develop good ethical character.


Answers—Appear in Bolded BlackBolded Black

1.1. The students will expand their leisure activities. The students will expand their leisure activities. 2.2. The students will develop good health habits. The students will develop good health habits. 3.3. The students will be able to compute the current in a series The students will be able to compute the current in a series

or parallel circuit.or parallel circuit.4.4. The students will formulate an appreciation for all people. The students will formulate an appreciation for all people. 5. Given the voltage and resistance, the students will be able to

calculate the current in a series and parallel circuit with 100 percent accuracy.

6.6. The students will develop good ethical character. The students will develop good ethical character.


Four Components of Instructional Objectives

1. Performance.2. Product. 3. Conditions.4. The Criterion.


Illustrative Verbs for Writing Informational and Instructional Objectives

A add adjust analyze arrange B build C calculate choose circle classify compare construct contrast D define describe draw

E explain G graph I identify L label list locate M measure N name O operate order

P pick point pronounce R read recite run S select sing sort state U underline W write


Identify the Four Parts of this Instructional Objective

Given a list of 12 words, students will underline all of the six verbs.

Quiz on Objectives


Answers to the Quiz

• Performance: Underline.•• Product: Product: All of the Six Verbs. Six Verbs. •• Conditions:Conditions: Given a List of 6 Verbs. •• Criterion:Criterion: Must have Six Verbs Underlined.


The Three Domains

Affective

Cognitive Psychomotor


Cognitive Domain


Affective Domain

Attitudes,Feelings, and

Emotions

Attitudes,Feelings, and

Emotions

ReceivingReceiving Valuing Valuing Organization Organization RespondingResponding

Characterizationby a Valueor ValueComplex

Characterizationby a Valueor ValueComplex

(Low )

(High)


Psychomotor Domain

4. CreativeMovement

4. CreativeMovement

3. OrdinateMovement

3. OrdinateMovement

2. GenericMovement

2. GenericMovement

1. FundamentalMovements1. Fundamental

Movements

PsychomotorDomainrPsychomotor

Domainr


Backward Design Approach

Essential Questions

Enduring Understandings

Questions help students take an Inquiry Approach toward

learning experiences.

Questions help students take an Inquiry Approach toward

learning experiences.

Example:

An underdstanding of the digestive system by 5th graders

Example:

An underdstanding of the digestive system by 5th graders

Starting at the END


Reflection

Based on your reading of this Chapter, how would you communicate your ObjectivesObjectives to your class?

chapter 3: setting goals and objectives · instructional objectives. 3. prepare (write) educational...

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