Name: Jennifer T.

Caňete

DPE 104 – Module 1 - Activity 2

1. What are instructional objectives?

 An instructional objective is a statement that will describe what the learner will be
able to do after completing the instruction. (Kibler, Kegla, Barker, Miles, 1974).
To be effective, instructional objective should be S.M.A.R.T:
Specific: Well defined, clear, and unambiguous
Example: Given some instructional materials from the teacher, the students will be
able to answer the activity about Learning Objectives/Learning outcomes
Measurable: With specific criteria measure your progress toward the
accomplishment of the goal
Example: Students will read the materials every night or during free time.
Achievable: Attainable and not impossible to achieve
Example: Students study at least one topic and will look for some examples for
better understanding
Realistic: Within reach, realistic, and relevant to your life purpose
Example: The students will apply in a real life situation specifically in a classroom
setting
Timely: With a clearly defined timeline, including a starting date and a target date.
The purpose is to create urgency.
Example: Students will be able to answer the given activity on or before June 27,
2021.

2. What are Learning Objectives?

 Learning objectives are brief statements that describe what students will be
expected to learn by the end of school year, course, unit, lesson, project, or class
period.
Unlike instructional objectives, learning objectives are long-term educational goals
but both of the objectives should be S.M.A.R.T.

Examples:
 Students will be able to differentiate between learning objectives, instructional
objectives, and learning outcomes by giving at least three example statements in
each term.
 After a lesson on the Pythagorean Theorem, students will be able to correctly solve
at least 8 out of 10 geometry problems using the theorem.

3. What are the difference between Aims and Objectives?

 An aim is a general statement of intent. It describes the direction in which the
learner will go in terms of what they might learn or what the teacher/training will
deliver while an objective is a more specific statement about what the learner should
or will be able to do after the training experience. Aims are a bit vague while
objectives are very specific. Aims are desired outcomes while objectives are the
action plan. Aims answer the question “What is to be achieved?” while objectives
answer “How it is to be achieved?”
  Example:
Aim: To have a happy and healthy life
Objective: To do a regular exercise, eating nourishing foods and spend more time
with your family.

4. What are the main categories of learning objectives?

 Cognitive: having to do with knowledge and mental skills.
Cognitive objectives relate to understandings, awareness and insight. Below is the
example:
 Student will be able to define and explain verbally the difference between
assessment and evaluation by illustrating using diagrams.

 Psychomotor: having to do with physical motor skills.

Example:
 Students will be able perform ballet in front of the class.

 Affective: having to do with feelings and attitudes

Examples:
 Listen to the teacher with respect.
 Participate in class discussions

 Interpersonal/Social: having to do with interactions with others and social skills

Example:
 Establish a good rapport with the students

5. What is a learning outcome?

 Learning outcomes are statements that describe the knowledge or skills students should
acquire by the end of a particular assignment, class, course, or program, and help
students understand why that knowledge and those skills will be useful to them. They
focus on the context and potential applications of knowledge and skills, help students
connect learning in various contexts, and help guide assessment and evaluation.

Examples for learning outcomes can be found in a course syllabus from the teacher.
Below are some examples:
 Demonstrate in making instructional decisions
 Apply statistical procedures in standardizing test.
 Interpret assessment results and assign students' marks/rating.

6. How do I write learning outcomes?

 Think about what students should be able to know or do upon successful completion
of the course
 Start with a clear statement.
 Write learning outcomes in the future tense and choose a verb, from a taxonomy (eg
Bloom’s Taxonomy), able to describe most precisely the intended outcome.
 Avoid verbs susceptible to different interpretations of what actions they require
 Write clear, simple and concise sentences that can be understood by students, peers,
internal and external bodies.
 In writing learning outcomes it is important to keep in mind that we assess what is
taught
  Look for learning outcomes that can collectively lead to the achievement of the aims
of the program and are aligned with graduate attributes and university values.
 Review your learning outcomes to ensure that they are clear, specific, and
unambiguous and aligned to the course level.
There are different ways or steps in writing a learning outcome from different sources,
however, it have a common concepts that learning outcomes should be SMART, must start
with an action verb and focus on what the student will be able to do by the end of the course
or program.

7. How do I use learning outcomes in my teaching practice?

At the beginning of the program, the teacher was giving clear and concise learning
outcomes in the course syllabus for us (students) to know or guided on what will be
the expected learning at end of the program. To be able to achieve these outcomes,
the teacher was providing instructional materials to the students and giving the
corresponding activities to apply the knowledge that what we have learned from the
topics and let the students do some additional research. I think, doing some research
will help the learners to explore and being responsible of our own learning. After
activity, the teacher was providing the correct answer and gives some additional
materials related to the topics for better understanding.