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Method of Teaching 3

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23 views22 pages

Method of Teaching 3

Uploaded by

jayella33
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Instructional objectives

Dr. Rosemary Twum


Objectives
• By the end of this lecture, students will be able to
• Define instructional objective
• State the functions of instructional objectives
• Classify instructional objectives
• Provide examples of educational objectives
The Difference Between Goals and
Objectives
• In education, both goals and objectives can be defined as statements that reflect what
learners will be able to do at the end of an instructional sequence; however, there are
significant differences between the two.

• A goal is an abstract and general umbrella statement, under which specific


objectives can be clustered.
• Objectives are statements that describe in precise, measurable, and obtainable
terms defined and desired learner outcomes.
Instructional Objectives
• Instructional objectives are important in all aspects of the teaching
and learning process.

• Instructional objectives are concrete statements of the goals towards


which instruction is directed. These objectives are more specific.

• A instructional objective is a statement of the description of the


behavior expected of a learner after instruction. This type of objective
is more specific.
Instructional Objectives Cont…
• Instructional objectives provide a genre for choosing subject matter
content, sequencing topics and for allocating teaching time.

• Instructional objectives also guide in the selection of materials and


procedures to be employed in the actual teaching process.

• Further they provide standards as well as criteria for evaluating the


quality and efficiency of teaching and learning activities.
Functions of instructional
objectives
• For a learning objective to be useful for learning purposes, it must
perform the following three functions:

• It must serve as a guide for planning instruction

• It must state an acceptable standard for assessing students’ achievement

• It must provide a criterion for evaluating instruction itself


Classification of Instructional
objectives
• Blooms Taxonomy in the cognitive domain can be arranged in a
hierarchy, from less to more complex as follows:
• Knowledge,
• Comprehension,
• Application,
• Analysis,
• Synthesis and
• Evaluation.
In selecting objectives teachers must also build the level of the content
to be taught and activities to be learnt from simple to the complex.
Types of Instructional objectives
1. Terminal performance objective or long term objective

2. Enabling objective or short term objective

3. Pre-requisite entry, objectives. A learner should have achieved


before beginning a unit of learning
Cont…
a. What do you hope to achieve at the end of this course? (Long term)

b. What are you going to do in order to achieve the objective above?


(Short term)

c. What did you know about teaching methods of education before you
started this module? (Pre-requisite entry)
Determining the domain of a
learning objective
• Domain- A specification that shows the elements and
interrelationships of teaching and learning.
• There are 3 domains:
• Cognitive
• Affective
• Psychomotor
Cognitive Domain

• The cognitive domain involves knowledge and development of


intellectual skills.
• It includes recall of facts patterns and concepts.
• It has six major categories
• Knowledge (Defines)
• Comprehension (Distinguishes)
• Application (Constructs)
• Analysis (Compares)
• Synthesis (Combines)
• Evaluation (Contrasts)
Affective Domain

• This domain deals with the manner in which learners deal with
emotions, such as feeling values, appreciation, motivation and
attitudes.
• It has five major categories
• Receiving (asks)
• Responding (helps)
• Valuing (demonstrates)
• Organization (adheres)
• Internalizing (performs)
Psychomotor Domain

• The domain includes physical movement, co-ordination and use of


motor skills.
• The development of these skills requires practice, speed, precision,
procedures and techniques to perform.
• It has seven categories.
• Perceptions (describes)
• Set (explains)
• Guided response (traces)
• Mechanism (assembles)
• Complex overt response (rearranges)
• Adaptation (rearranges)
• Origination (combines)
SMART objectives
• Specific- Concrete, tangible evidence of improvements; targeting specific
groups of students
• Measurable- Multiple measures; focus our efforts on what gets
measured;
• Attainable- Goals that motivate us to strive higher; almost but not quite
within reach; we address goals through data conversations
• Results-based- Motivating, concrete benchmarks against which to
measure our efforts; not process goals
• Time-bound- Builds internal accountability and commitment—a specific
time frame
Cont…
Specific Measurable Achievable Realistic Time
Objectives should You should be able to Are the objectives you Can you realistically When do you want to
specify what they measure whether you set, achievable and achieve the objectives achieve the set
need to achieve are meeting the attainable? with the resources objectives
objectives or not you have?
What exactly are we Is it measurable & can Can we get it done in Will this objective When will we
going to do, with or WE measure it? the timeframe/ lead to the desired accomplish/ complete
for whom? in this climate? results? this objective?

Is there a Is there a reliable With a reasonable Can the people Is there a finish
description of a system in place to amount of effort with whom the and/or a start date
precise or specific measure progress and application can objective is set clearly stated or
behaviour / towards the the objective be make an impact on defined?
outcome which is achievement of the achieved? the situation? Do
linked to a rate, objective? they have the
number, necessary
percentage or knowledge,
frequency? authority and skill?
Cont…
Specific Measurable Achievable Realistic Time
What is How will you What barriers How will this Are the time
important to know you’ve stand between objective help lines you have
you? progressed? you and your the organization established
objective? How move ahead? Is realistic? Will
will each barrier the objective other competing
be overcome aligned with the demands cause
and within what mission of the delay? Will you
time frame? organization? be able to
overcome those
demands to
accomplish the
objective you’ve
set in the time
frame you’ve
established?
How to create Specific, Measurable, Relevant,
and Time-framed objectives
• It’s helpful to start with the phrase “By the end of this lesson the student will be
able to….” and finish the sentence.
• Add an observable action verb that describes what the student should be able to do
(see table on next slide for examples of action verbs).
• Avoid difficult to define verbs that are open to a variety of interpretations (e.g.,
understand, learn, grasp); use instead terms that describe directly observable
behaviors.
• When necessary, specify criteria concerning expected standard of performance
(e.g., “Design a plan for students, including supplies and equipment needed, time
estimates, and a description of the activities.”
Bloom’s Taxonomy
• KNOWLEDGE (recall, identify, recognize, acquire, distinguish)
• COMPREHENSION (translate, extrapolate, convert, interpret, abstract, transform)
• APPLICATION (apply, sequence, carry out, solve, prepare, operate, generalize, plan, repair,
explain)
• ANALYSIS (analyze, estimate, compare, observe, detect, classify, discover, discriminate, identify,
explore, distinguish, catalog, investigate, breakdown, order, recognize, determine)
• SYNTHESIS (write, plan, integrate, formulate, propose, specify, produce, organize, theorize,
design, build, systematize)
• EVALUATION (evaluate, verify, assess, test, judge, rank, measure, appraise, select, check)
Steps to writing learning objectives

For each objective, answer the following three questions:


• What do you want to accomplish?
• How are you going to accomplish it? (What steps will you
take to accomplish your objective? What activities will you
do? How will you acquire the learning? Under what
conditions will the learning occur?)
• How you will measure your objective? (What evidence will
you have to demonstrate that learning has taken place?
What criteria will be used to evaluate your evidence? Who
will do the evaluation?)
Check List For Writing SMART
Objectives
i) Written in terms of students’ performance?
ii) Observable by one or more of the five senses?
iii) Specific?
iv) Valid and reliable to the major objectives and goals of the course?
v) Measurable in terms of level of performance and conditions under
which performance takes place?
vi) Sequential in relation to prior and subsequent knowledge?
Cont…
vii) Relevant to the students’ experiences
viii) Attainable within the time period you have allotted for it?
ix) Challenging to each student?
x) Acceptable to society?
xi) Realistic?
xii) Having a stem: At the end of a given period (lesson, course, module)
the learner should be able to:
Application (20 minutes)
In groups of five, answer the following questions.
• Write down three objectives in any topic in ICT for cognitive domain.
• Write down three objectives in any topic in ICT for psychomotor
domain.
• Write down three objectives in any topic in ICT for affective domain.

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