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Instructional Goals and Objectives

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Title: 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

3
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

5
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

6
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
7
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)
9
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
10
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

11
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

12
  • How do curriculum goals, curriculum
  • objectives, instructional goals and
  • instructional objectives relate?

Curriculum Goal
Curriculum Objectives
Instructional Goal
Instructional Objectives
in
13
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.

14
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
15
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

16
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)

17
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

18
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

19
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

20
Interdependency
  • Instructional goals
  • and
  • instructional objectives
  • are dependent
  • upon
  • curriculum goals
  • and
  • curriculum
    objectives.

21
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

22
  • 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 ? ? ? ? ? ?
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