The objectives should be specific enough to provide direction for instruction but not so specific that instruction is reduced to training.

education

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Assignment-1

Instructional Goals and Objectives

 

Learning Objectives:

a.       The objectives should be specific enough to provide direction for instruction but not so specific that instruction is reduced to training. When we state our major objectives in general terms, we provide for the integration of specific facts and skills into complex response patterns. General statements also give the teacher greater freedom in selecting the methods and materials of instruction.

For example, the “understanding of scientific principles,” for example, may be achieved through lecture, discussion, demonstration, group problem-solving activity, laboratory work, or some combination of these methods.

b.      Statements of specific learning outcomes for a general objective will be easier to write and will more clearly convey instructional intent if each statement begins with an action verb that indicates definite, observable responses (e.g., identifies, solves, communicates).

 

You can use SMART objectives (Specific, Measurable, Achievable, Relevant, Time-framed). Please check the following websites in writing the learning objectives.

http://usagso-sg.tripod.com/22_learning_objectives.pdf

 

1. LEARNING GOAL: Provide examples a set of instructional objectives for a unit of instruction in your major.

 

Using the summary of steps for stating instructional objectives as a guide, restate each of the following as specific learning outcomes.

 

A.  See the importance of following safety practices

B.   Realize the correct way to spell technical terms

C.     Is aware of the proper use of laboratory equipment

D.    Learn the symbols on a weather map

 

 

2. LEARNING GOAL: Distinguish between general instructional objectives (GIO) and specific learning outcomes (SLO).

 

Please provide specific learning outcomes for the general instructional objectives.

 

GIO

SLO

Learns the meaning of terms.

 

 

Develops a more favorable attitude toward reading.

 

 

Demonstrates concern for the environment.

 

 

Locates a position on a map.

 

 

Practices interpreting charts and graphs.

 

 

Describes the value of good study habits.

 

 

 

 

 

 

3.      LEARNING GOAL: Distinguish the learning objectives according the taxonomy (cognitive (C), affective (A), psychomotor (P) domains)

 

A

C

P

Understands basic concepts.

 

 

 

Appreciates the contributions of scientists.

 

 

 

Evaluates a book.

 

 

 

Operates a slide projector.

 

 

 

Writes smoothly and legibly.

 

 

 

Demonstrates an interest in science.

 

 

 

 

 

 

 

 

 

 

 

 

 

4.      LEARNING GOAL:

·   Describe the role of instructional objectives in the learning process.

·   Explain and interpret the types of instructional objectives that can be used.

·   Distinguishes between sound and unsound criteria for selecting instructional objectives.

 

Instructional objectives should

Agree

Disagree

Be limited to those learning outcomes that can be measured objectively.

 

 

Be in alignment with the goals of the school.

 

 

Be concerned primarily with knowledge of facts.

 

 

Be selected in terms of their feasibility.

 

 

Specify the intended learning outcomes.

 

 

Be in harmony with sound principles of learning.

 

 

Be realistic in terms of the abilities of the students, time, and facilities available

 

 

Not address beyond knowledge of the specific course content

 

 

Be variable to address higher-order skills

 

 

 

5.      LEARNING GOAL: Distinguishes between well-stated and poorly stated general or specific instructional objectives.

Please distinguish A and B statements whether they are well- or poorly stated. If poorly stated, please write a well-stated learning objective.

GENERAL

A

B

A.  Reads supplementary references.

B.  Sees the importance of reading.

 

 

 

 

 

A.  Is aware of the value of money.

B.  Comprehends oral directions.

 

 

 

 

 

A.  Shows students how to make accurate computations.

B.  Judges the adequacy of an experiment.

 

 

 

 

 

A.  Demonstrates proficiency in laboratory skills.

B.  Gains minimum proficiency in mathematics.

 

 

 

 

 

A.  Studies weather maps.

B.  Constructs weather maps.

 

 

 

 

 

A.  Is familiar with the use of the library.

B.  Locates references in the library.


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