Stating Objectives

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Stating Objectives

• Methods and Materials in Teaching Agriculture
• AGEE 430

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Stating Objectives

• A key to success
• in teaching agriculture
• and in passing AGEE 430

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Lesson Objectives

• Upon completion of this unit,  
• The student will be able to list the three
  characteristics of an instructional objective.
• Given a list of instructional objectives, the
  student will correctly identify the learning
  domain for each.
• Without aid of references, the student will write
  instructional objectives including conditions,
  performance, and criteria in each of the three
  learning domains.
• Students will demonstrate an improvement in their
  attitudes, toward the importance of instructional
  objectives in the planning of agriculture
  education lesson plans by including correctly
  stated objectives in each practice lesson they
  teach in AGEE 430.

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Resources
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Why Care About Objectives?

• Without clearly defined objectives, there is no
  sound basis for the selection or designing of
  instructional materials, content, or methods.

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• To take my family on a vacation in December.
• What route will we take?
• Are we flying or driving?
• What clothes should we pack?
• What equipment should we take?

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• To drive to Orlando, Florida with my family for a
  vacation at Disney World December 26-30, 2000.
• Are we flying or driving?
• What route will we take?
• What clothes should we pack?
• What equipment should we take?

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Why Care About Objectives?

• A second important reason for stating objectives
  sharply has to do with finding out whether the
  objective has, in fact, been accomplished.

Evaluation!!!!
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Why Care About Objectives?

• A third advantage of clearly defined objectives
  is that they provide students with the means to
  organize their own efforts toward accomplishment
  of those objectives.

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• To teach students about the importance of work
• To explain the importance of work to students
• To demonstrate proper procedures for sharpening a
  twist drill bit
• To acquaint students with the FFA organization
• To learn the importance of cleanliness at
  farrowing time
• To study the importance of sheep in West Virginia
• To observe practices in the cow-calf program

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A Basic Distinction

• An objective is a statement describing an
  instructional outcome rather than an
  instructional process or procedure.
• It describes intended results rather than the
  means of achieving those results.

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Purpose of Education

• To alter human behavior by structuring the
  environment to promote learning

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If the Purpose is to Alter Human Behavior?

• Objectives must be stated in observable student
  behavior
• Subject matter and teaching methods will be
  determined by our objectives rather than vice
  versa
• Focus shifts from the teacher to the student
• Focus shifts from the learning process to the
  learning outcomes
• Dont confuse the process of instruction with the
  products of instruction

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Three Characteristics of an Objective

• Performance
• An objective always says what a learner is
  expected to do

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Behavioral (Performance) Objectives

• The student will calibrate a pesticide sprayer
• The student will demonstrate PowerPoint
  presentation usage
• The student will prepare a problem-solving lesson
  plan
• The student will contrast implications of three
  major learning theories
• The student will identify common garden insects
  and list control measures for each

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Performance

• The student will be able to write a news article.
• The student will develop an appreciation of
  music.
• The students will be able to understand
  mathematics.
• The students will be able to sew a seam.

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Overt verses Covert

• Overt refers to any kind of performance that
  can be observed directly
• Covert refers to any performance that cannot be
  observed directly, performance that is mental,
  invisible, cognitive, or internal
• Rule Whenever the performance stated in an
  objective is covert, add an indicator behavior to
  the objective.

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Performance

• The student will be able to write a news article.
• The student will develop an appreciation of
  music.
• The student will develop demonstrate an
  appreciation of music by attending one classical
  music performance.

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Performance

• The students will be able to understand
  mathematics.
• The students will be able to understand
  mathematics. demonstrate an understanding of
  mathematics by scoring 70 or greater on a
  written math test.
• The students will be able to sew a seam.

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Overt Verses Covert

• Overt
• Overt
• Covert
• Overt
• Overt
• Covert
• Covert
• Overt

• Stating
• Writing
• Valuing
• Drawing
• Listing
• Appreciating
• Internalizing
• Smiling

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Overt verses Covert

• Play a piccolo
  
• Discriminate between normal and abnormal x-rays
• Recall the procedure for making a loan
• Identify transistors on a schematic diagram
• Solve word problems

• Directly visible and audible
• Sort x-rays into two piles
• Describe in writing
• Circle
• Write the solution

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Self Test
Do the following statements include performances?
Make a list from 1 to 10. Does each at least
tell what the learner will be doing when
demonstrating achievement of the
objective(yes-no)? If yes, write the
performance.

• Understand the principles of salesmanship.
• Be able to write three examples of the logical
  fallacy of the undistributed middle.
• Be able to understand the meaning of Ohm's Law.
• Be able to name the bones of the body.
• Know the needs for nursing care associated with
  the stresses of life situations and with common
  aspects of illness.
• Be able to really understand the plays of
  Shakespeare.
• Be able to identify (circle) objectives that
  include a statement of desired performance.
• Be able to recognize that the practical
  application of democratic ideals requires time,
  adjustment, and continuous effort.
• Appreciate the ability of others, and perform as
  an intelligent spectator.
• Be able to describe the indications for the use
  of a pacemaker

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Three Characteristics of an Objective

• Performance
• An objective always says what a learner is
  expected to do
• Conditions
• An objective always describes the important
  conditions (if any) under which the performance
  is to occur.

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Conditions

• What will the learner be allowed to use?
• What will the learner be denied?
• Under what conditions will you expect the desired
  performance to occur?
• Are there any skills that you are specifically
  NOT trying to develop? Does the objective
  exclude such skills?

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Conditions Example

• Given a DC motor of ten horsepower or less that
  contains a single malfunction, and given a kit of
  tools and references, be able to repair the
  motor. The motor must be repaired within
  forty-five minutes and must operate to within 5
  percent of factory specifications.

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Three Characteristics of an Objective

• Performance
• An objective always says what a learner is
  expected to do
• Conditions
• An objective always describes the important
  conditions (if any) under which the performance
  is to occur.
• Criterion
• Whenever possible, an objective describes the
  criterion of acceptable performance by describing
  how well the learner must perform in order to be
  considered acceptable.

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Criterion

• Speed
• Accuracy
• Quality

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Criterion Example
Given a DC motor of ten horsepower or less that
contains a single malfunction, and given a kit of
tools and references, be able to repair the
motor. The motor must be repaired within
forty-five minutes and must operate to within 5
percent of factory specifications.
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Self Test

• Demonstrate a knowledge of the principles of
  magnetism.
• Be able to write an essay on evolution.
• Using any reference materials, be able to name
  correctly every item shown on each of twenty
  blueprints.
• Be able to write a description of the steps
  involved in making a blueprint.
• On the 25-yard range, be able to draw your
  service revolver and fire five rounds from the
  hip within three seconds. At 25 yards, all
  rounds must hit the standard silhouette target.
• Be able to know well the cardinal rules of
  grammar.
• Given an oral description of the events involved
  in an accident, be able to fill out a standard
  accident report.
• Be able to write a coherent essay on the subject
  "How to Write Objectives for a Course in Law
  Appreciation." Course notes may be used, as well
  as any references.
• Be able to develop logical approaches in the
  solution of personnel problems.
• Without reference materials, be able to describe
  three common points of view regarding racial
  inferiority or superiority that are not supported
  by available research.

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Domains of Learning

• Cognitive behaviors
• Deal with acquisition of facts, knowledge,
  information, or concepts.
• Psychomotor behaviors
• Are in the realm of manipulative skills-use of
  mind in combination with motor skills.
• Affective behaviors
• Have to do with attitudes, values, aesthetics,
  and appreciation.

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Teacher Objective Domain

• The learner is to
• List the steps to follow in properly preparing a
  seedbed for a home lawn.
• Develop a list of tools needed to establish a
  home lawn.
• Select the appropriate variety of seed for
  various home lawn situations.
• Interpret soil test data and apply the correct
  amount of fertilizer and/or lime to a given lawn
  site.
• Properly prepare a home lawn seedbed.
• Compare the advantages and disadvantages of the
  methods of seeding lawns which were taught in
  class.
• Demonstrate his/her ability to use the seeding
  techniques taught in class.
• Properly cover the sown seed and select and apply
  the appropriate mulch.
• Explain why mulches are needed.
• Solve problems for giving estimates on
  establishing home lawns.
•  

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Blooms Taxonomy - Cognitive Domain

• Knowledge
• remembering of previously learned material
  recall (facts or whole theories) bringing to
  mind.
• Terms - arrange, define, duplicate, label, list,
  memorize, name, order, recognize, relate, recall,
  repeat, reproduce state
• Comprehension
• grasping the meaning of material interpreting
  (explaining or summarizing) predicting outcome
  and effects (estimating future trends).
• Terms - classify, describe, discuss, explain,
  express, identify, indicate, locate, recognize,
  report, restate, review, select, translate

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Blooms Taxonomy - Cognitive Domain

• Application
• ability to use learned material in a new
  situation apply rules, laws, methods, theories
• apply, choose, demonstrate, dramatize, employ,
  illustrate, interpret, operate, practice,
  schedule, sketch, solve, use, write
• Analysis
• breaking down into parts understanding
  organization, clarifying, concluding
• analyze, appraise, calculate, categorize,
  compare, contrast, criticize, differentiate,
  discriminate, distinguish, examine, experiment,
  question, test

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Blooms Taxonomy - Cognitive Domain

• Synthesis
• ability to put parts together to form a new
  whole unique communication set of abstract
  relations
• arrange, assemble, collect, compose, construct,
  create, design, develop, formulate, manage,
  organize, plan, prepare, propose, set up, write
• Evaluation
• ability to judge value for purpose base on
  criteria support judgment with reason. (No
  guessing).
• appraise, argue, assess, attach, choose compare,
  defend estimate, judge, predict, rate, core,
  select, support, value, evaluate

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Review - Three Characteristics of an Objective

• Performance
• An objective always says what a learner is
  expected to do
• Conditions
• An objective always describes the important
  conditions (if any) under which the performance
  is to occur.
• Criterion
• Whenever possible, an objective describes the
  criterion of acceptable performance by describing
  how well the learner must perform in order to be
  considered acceptable.

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Review - Domains of Learning

• Cognitive behaviors
• Deal with acquisition of facts, knowledge,
  information, or concepts.
• Psychomotor behaviors
• Are in the realm of manipulative skills-use of
  mind in combination with motor skills.
• Affective behaviors
• Have to do with attitudes, values, aesthetics,
  and appreciation.

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Review - Blooms Taxonomy - Cognitive Domain

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Assignment
Select a unit/lesson you would like to teach as a
part of AGEE 430 and/or during student teaching.
Based upon the information presented during this
lesson on Stating Objectives, write
instructional objectives for the
unit.   Criteria   Use bold lettering to
identify the performance in each objective. Use
italics to identify the condition(s). Please
underline the criterion.   You must have at least
one objective for each domain (cognitive,
affective, psychomotor).   For all cognitive
domain objectives, please identify the level of
Blooms Taxonomy.
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High School Agriculture Departmental Objective

• Upon completion of the high school agriculture
  program, the student will have earned, saved, and
  invested enough money, and will have acquired the
  necessary knowledge, skills, and attitudes to
  enter and succeed in
• Agripreneurship,
• Employment which requires agricultural knowledge
  and skills, and/or
• Agricultural college or technical school