Instructional Goals and Objectives

Chapter 10

Terra Trull Forest Jones Gretchen Henning Steve Sizemore Donna Lee Diana Rayburn

Chapter Objectives

Identify three major domains of learningUnderstand the relationship between

curriculum goals/objectives and instructional goals/objectives

Distinguish between curriculum goals and curriculum objectives

Distinguish between instructional goals and instructional objectives

Plan for Instruction

Landmarks of Instruction

Lesson Plans Teaching Strategies Tests

Before we plan, present, or evaluate Instruction, we must:

Survey the needs of the students in generalSurvey needs of societyClarify our philosophies of education and state general

aims Identify curriculum goals and objectivesDetermine needs of students in the school, needs of the

community, and needs as shown by the subject matterReaffirm plans for organizing the curriculum or

selected and implemented plans for reorganizing the curriculum

Instructional Model

1. Planning PhaseIdentify Instructional Goals

Specify Instructional Objectives

Select Strategies

Initial Selection of Evaluation Techniques

2. Operation Phase

Implement Strategies

Final Selection of Evaluation Techniques

Evaluate Instruction

Planning Approaches

Teacher A: No conceived notion of what/where he/she will be going

Instantaneous Approach Teacher B: Divide chapters by weeks in school year

Lists of topics by weeks

Jot Questions for discussion

Design individual/group assignments for specific target point

Assign-study-recite-test ApproachTeacher C: Selects topics

Uses multitude of resources

Plans units of study

Unit Method -- Problem Solving ApproachesAll 3 teachers may/may not relate to curriculum goals or objectives

Best Model

Instructional goals and objectives are the foundation for the instruction!

Chapter 8 Review

(Hierarchy of Educational Aim)

INSTRUCTIONAL GOALS

(Defined by teacher and/or curriculum objective plan)

CURRICULUM GOALS AND OBJECTIVES

(Defined by school and/or school division)

Instructional Hierarchy of Outcomes

Curriculum Goal: Broad statement of performance

Curriculum Objective: Measurable outcome

Instructional Goal: Specific statement of performance for all to achieve

Instructional Objective: Statement of performance in measurable outcomes

Setting Objectives

Objective foundation is a broad scope of knowledge to teach.

Choose specific elements of content

Recognize patterns that are foundations of specific content

Choose terms to identify

Use of Behavior Objectives

Pros Forces the teachers to be precise

about what is to be accomplished Enables the teacher to

communicate to pupils, parents what is the expected achievement

Simplifies evaluation – basis for assessment

Makes accountability Makes sequencing easier Curriculum realm- support goals

selected Instruction realm- determine how

to accomplish curriculum goals Evaluation realm- determine what

instructional sequence has been met

Cons Dogmatic Approach Too narrow Too sequential Too focused Tedious program format Is dehumanizing Stifles higher level thinking for mastery of task/skill Restricts creativity Hinders relationship between ideas Squelches student initiative Leads to trivial competencies Not allow student to construct his understanding of process and synthesis of ideas Focuses on observable behavior and

ignores subjective behavior

How do curriculum goals, curriculum

objectives, instructional goals and

instructional objectives relate?

in

Broad to the specific:

• The student will demonstrate the ability to read.

• The student will demonstrate the ability to read new

material orally without difficulty.

• The student will demonstrate the ability to read silently a

fifth grade passage and orally summarize without error.

• The student will demonstrate the ability to read silently a

fifth grade passage and write correct responses to eight

out of ten question.

Relationship of Curriculum to

Instruction

Domains of Learning

Cognitive-Development of intellect (Bloom,)

Affective-Emphasizes feeling, emotion, degree of acceptance for rejection (Rath, Wohl, Bloom, Masra)

Psychomotor-Perceptual motor skills emphasis on neuromuscular skills and degrees of physical dexterity (Armstrong, Cornell, Kraner, Robertson)

Instructional goals and objectives employ all three domains for learning to exist

Most Important Domain

Consensus that cognitive domain is the most important !

Supported by….Public educationAccountability movement (NCLB, AYP)Flight to private schoolsDevelopment of national standards for

fundamental disciplines

Hierarchy of Cognitive Taxonomy

Bloom’s Taxonomy• Knowledge• Comprehension• Application• Analysis• Synthesis• Evaluation

Instructional goals and objectives structured from low level to high level of learning in all three domains (examples on page 34)

Affective Taxonomy

Krathwohl/ Bloom

Receiving-listening

Responding-respond to information

Valuing-expression of feelings toward information

Organization-filling into knowledge bank

Value Characterization-assign value to information Deals with values, beliefs, convictions, doubts, interests

Educational system places little value on this taxonomy

Character Counts is Affective Taxonomy

Psychomotor Taxonomy

Perception-student identify by actionSet-student will demonstrate actionGuided response-student imitate movementMechanism-student will demonstrate physical action

with simple sequential stepsComplex overt response-several steps with complex

sequential stepsAdaption-adapting or modifying response actionOrganization-create original action

Instructional Goals and Objectives

Specific & Measurable- state behavior, conditions,

degree of mastery

Criterion Specific-behavior occurrence, accuracy, errors, time &

speed, provide standard, behavior consequence

Ranked & Validated

Dependent Upon Curriculum Goals & Objectives

Learning in Three Domains

Interdependency

Instructional goals

and

instructional objectives

are dependent

upon

curriculum goals

and

curriculum objectives.

Chapter Summary

Curriculum goal-curriculum objectives- instructional goals-instructional objectives

Learning outcomes happen in three domains:• Affective - emotions, beliefs, values, attitudes• Cognitive - intellect• Psychomotor - perceptual-motor skills

Taxonomies of each domain classify objectives in hierarchical fashion

Taxonomies should:• Reveal what the learning encompasses• Guide instruction to emphasize higher learning levels

Goals are nonbehavioral terms with no criteria of mastery

Objectives are measurable and observable & consist of:

•Conditions the behavior is to be demonstrated within

• Specify behavior to be demonstrated

•Criterion to show mastery of behavior

Questions ? ? ? ? ? ?