Instructional Goals and Objectives

1
Instructional Goals
and Objectives

• Chapter 10
• Terra Trull
• Forest
  Jones
• Gretchen
  Henning
• Steve
  Sizemore
• 
  Donna Lee
• 
  Diana Rayburn
• 
  

2
Chapter Objectives

• Identify three major domains of learning
• Understand the relationship between curriculum
  goals/objectives and instructional
  goals/objectives
• Distinguish between curriculum goals and
  curriculum objectives
• Distinguish between instructional goals and
  instructional objectives

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Plan for Instruction
4
Before we plan, present, or evaluate Instruction,
we must

• Survey the needs of the students in general
• Survey needs of society
• Clarify our philosophies of education and state
  general aims
• Identify curriculum goals and objectives
• Determine needs of students in the school, needs
  of the community, and needs as shown by the
  subject matter
• Reaffirm plans for organizing the curriculum or
  selected and implemented plans for reorganizing
  the curriculum

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Instructional Model

1. Planning Phase

• Identify Instructional Goals
• Specify Instructional Objectives
• Select Strategies
• Initial Selection of Evaluation Techniques

1. Operation Phase

• Implement Strategies
• Final Selection of Evaluation Techniques
• Evaluate Instruction

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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-tes
t Approach
Teacher C Selects topics
Uses multitude of resources
Plans units of study Unit
Method -- Problem Solving Approaches
All 3 teachers may/may not relate to curriculum
goals or objectives
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Best Model

• Instructional goals and objectives are the
  foundation for the instruction!

8
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)
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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
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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

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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

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• How do curriculum goals, curriculum
• objectives, instructional goals and
• instructional objectives relate?

Curriculum Goal
Curriculum Objectives
Instructional Goal
Instructional Objectives
in
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Relationship of Curriculum to
Instruction

• 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.

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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
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Most Important Domain

• Consensus that cognitive domain is the most
  important !
• Supported by.
• Public education
• Accountability movement (NCLB, AYP)
• Flight to private schools
• Development of national standards for fundamental
  disciplines

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Hierarchy of Cognitive
Taxonomy

• Blooms 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)

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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

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Psychomotor Taxonomy

• Perception-student identify by action
• Set-student will demonstrate action
• Guided response-student imitate movement
• Mechanism-student will demonstrate physical
  action with simple sequential steps
• Complex overt response-several steps with complex
  sequential steps
• Adaption-adapting or modifying response action
• Organization-create original action

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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

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Interdependency

• Instructional goals
• and
• instructional objectives
• are dependent
• upon
• curriculum goals
• and
• curriculum
  objectives.

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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

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• 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 ? ? ? ? ? ?