instructional objectives ppt
TRANSCRIPT
Instructional Objectives
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Instructional Objectives
…are statements that describe the abilities students should be able to display to demonstrate the important concepts and principles have been incorporated into their own structures of knowledge.
Instructional Objectives
G uidelinesfor
Evaluation***
How w ill I knowstudents have learned?
D irectionof
Instruction***
How w ill I teach it?
InstructionalIn tent
***What w ill I teach?
O bjective
Learning Outcomes: Classification
Learning Taxonomies Domain Classification
CognitiveAffectivePsychomotor
Learning Outcomes: Classification
Cognitive DomainBLOOM’S TAXONOMY
KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
ANDSERSON’S TAXONOMY
RememberingUnderstandingApplyingAnalyzing EvaluatingCreating
Learning Outcomes: Classification
Affective DomainReceiving- Willing to listen or see Responding - Active participationValuing - Internalize the worthinessOrganization - Ability to see the valueCharacterization by a value - Behavior consistent with a value system
Learning Outcomes: Classification
Psychomotor DomainImitation- overt learning; repititionManipulation- continued practicePrecision- skill attainmentArticulation- higher level precisionNaturalization- automatic response
Learning Outcomes: CATEGORIES
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
Information that one can state verbally
Knowledge to do things
Instructional Objectives: COMPONENTS
Instructional objectives : State what the student will be able
to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Observable Behavior?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Observable Behavior?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Condition?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Condition?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Criterion?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Criterion?
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
• Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
• Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
• Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.
Objectives• Without notes or references, the students
should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
• Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.