Instructional Objectives

1
Instructional Objectives
2
Performance Objective

• Given a set of student performances in your
  subject, develop observable and measurable
  instructional objectives for that include
  condition, task, and standard. In addition, on
  the course final examination, demonstrate an
  understanding of instructional objectives with
  70 accuracy.

3
Rationale for Developing Objectives

• To provide direction for both the student and the
  teacher. It allows both the teacher and the
  student to know where they are going and at
  what point they have reached the destination.

4
More Rationale for Objectives

• The learner and the instructor have firm criteria
  by which the learner's progress and level of
  competency may be assessed at a specific point in
  time.

5
Performance Objective

• What the student is expected to DO when the
  instruction is completed (performance, get it?)
• Specifies the conditions under which the task is
  to be performed
• Sets the minimum standard to which the student
  must perform in order to pass.
• Specific and complete but concise.

6
Purposes of the Performance Objective

• Forces the teacher to decide what he/she expects
  of the student before starting the lesson.
• Tells the student what he/she is expected to do
  as a result of this lesson.
• Provides a basis for the eventual evaluation of
  student performance.

7
The Performance Objective is

• Observable, measurable statement of
• what you expect the student to be able to do as a
  result of instruction,
• how well the student must be able to perform the
  task, and
• under what conditions the student must perform
  the task.

8
Observable

• You can see the student do the task.
• It requires some kind of overt (open) action on
  the part of the student

9
Measurable

• You can tell when the student has completed the
  task.
• You can count, or weigh, or score, or in some
  other way determine the students performance.

10
The Performance Objective Consists of

• Condition
• Behavior
• Criteria

11
Condition

• Circumstances under which the task will be
  performed.
• Things the student will have to work with.
• Point at which the performance will be EVALUATED.
• Think of the condition. statement as a list of
  tools the student will haveto work with.

12
Condition Examples

• Given 14-3 wire, a single pole switch, receptacle
  box, and hand tools as needed,
• On a 50-item True-False and Multiple Choice quiz,
• Given a set of 10 plaster casts of wildlife
  tracks,
• On a practical exercise, given 10 combinations of
  metal pieces,
• Given a teaching calendar,
• In a class discussion,
• Given a set of parliamentary problems and meeting
  participants,

13
Condition Non-Examples

• After instruction,
• Given proper motivation,
• After seeing a film on parliamentary procedure,
• After an explanation on how to wire a single-pole
  switch,

14
Behavior

• Precisely what student is expected to do
• Must be observable and measurable
• Uses an action verb
• Examples LIST, NAME, COUNT, BEND, FOLD, STAPLE,
  IDENTIFY, EXPLAIN, WRITE, BUILD, REPLACE,
  INSTALL, CHOOSE
• Non-Examples KNOW, APPRECIATE, UNDERSTAND,
  ENJOY, REALLY UNDERSTAND, APPRECIATE A LOT

15
Behavior Examples

• wire a single pole electrical switch
• identify tracks of common wildlife in Virginia
• select the proper electrode for welding two
  pieces of steel together
• calculate the volume of a solid
• prepare a word processing file
• build a window display

16
Behavior Non-Examples

• know how to wire a single pole electrical switch
• know very well the tracks of wildlife
• really understand how electrodes are selected
• comprehend the electric theory of arc welding
• appreciate the importance of tracks in
  identifying wildlife
• understand what window displays should look like
• think about how word processing files are done

17
Criteria

• How well the student must perform to PASS
• The MINIMUM standard for success
• Examples
• so that the wiring meets Code requirements and
  the switch operates a light safely
• correctly listing at least 5 characteristics each
  of at least 5 breeds
• correctly identifying at least 7 of the 10
  species
• selecting at least 8 of 10 electrodes correctly

18
A Sample Performance Objective

• Given a live wiring board, 14-3 wire, a selection
  of switches, and electrical tools as needed, the
  student will prepare and install single-pole,
  3-way,and 4-way switches to code requirements, so
  that each switch properly operates the lights.

19
Another Sample

• On a multiple choice and short answer exam, the
  student will demonstrate a knowledge of the
  principles of floral design with 70 accuracy.

20
Analyze the Performance Objective (Use this
example)

• Given electrical wire, appropriate tools, and a
  wiring panel , the student will install a
  single-pole switch to code specifications so
  that the switch operates a
  light correctly.

21
In Review

• The performance objective specifies what the
  student will do to demonstrate mastery of the
  lesson content.
• What this really means is that the teacher must
  think about the lesson in advance.

22
Performance Objective

• A teacher needs a performance objective just as a
  builder needs a clear vision of what the finished
  building will look like.

23
Think of it This Way

• Instructional Objectives are intended to help
  both the teacher and student.

24
The Last Word

• You expect any professional to plan his or her
  work.
• If you want to be considered a professional
  teacher, you must be willing to plan your work as
  well.