By Dr. Jennifer Levin-Goldberg ©

Creating Effective Instructional Objectives

WATCH INTRODUCTORY VIDEO

• http://goanimate.com/videos/0TXtCqmCA2uM

1. What exactly is an objective and how does it differ from a goal?

2. What does an instructional objective need to include in order to be effective?

3. Take a moment to write two objectives you recently wrote and then put it aside….we’ll revisit it later

Guided Questions

GoalThis is the overall end result you want the students to accomplish after the instruction.

Objective

These are the explicit and measureable performances the students must accomplish in order to reach the goal.

OK..NOW LET’S GET STICKY

GoalsWhat the student is intended to master/perform by the end of the course/lesson.

ObjectivesThe specific, measurable, observable behaviors the student will perform to reach the goal.

Learner Outcomes

The expected behaviors/skills the student should be able to perform at the end of the course/unit.

These are more bored and tend to not state specifically how the student will perform the skill, just that they are expected to perform it.

The difference between goals and learner outcomes are still Debated. Some allege they are one and the same!

New Blooms Taxonomy

Old BloomsTaxonomy

WHY THE CHANGES?????

1. Knowledge is a product of thinking, not a category of thinking in itself. So it was changed to Remembering.

2. The taxonomy changed from nouns to actionable verbs.

3. Comprehension changed to Understanding.

4. Synthesis changed to Creating because creative thinking is a more complex skill than critical thinking (synthesis) and therefore, not only did the word change but where it is located on the taxonomy.

5. Older Bloom was more applicable toward younger audiences (elementary) but the New Blooms accommodates a more comprehensive audience.

THINK OF THE TAXONOMY MORE LIKE A LADDER

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

RememberingRecalling or restating facts

identify, describe, name, label, recognize, reproduce, follow, define, list, locate, name, find, retrieve, repeat, re/state, duplicate, memorize

Ability to create own meaning from new learning

Examples:classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Understanding

Using the new knowledge in a familiar or different context.

Examples: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Applying

Breaking the new knowledge down into discrete parts and identifying how the parts relate to the whole.

Examples: Differentiating, attributing, organizing, appraise, compare, contrast, criticize, discriminate, distinguish, examine, experiment, question, test.

Analyzing

Making judgments and critiquing

Examples: Critique, appraise, argue, defend, judge, select, support, value, evaluate

Evaluating

Putting pieces together to form something new.

Examples: Generating, producing, planning, assemble, construct, create, design, develop, formulate, write.

Creating

Activity Time

I will give you several examples and you tell me which of the cognitive domains it exemplifies and be prepared to defend Why you made your choices.

1. What events led to the Civil War? 2. What is the definition an ionic bond? 3. Who wrote War and Peace? 4. What is an example of a primary source document? 5. What is the relationship between sine and cosine? 6. What changes to “Obama Care” would you make? Why? 7. Do you believe the Civil War was fought more for Political or Economic reasons? Defend your position. 8. Design a re/solution to the Israeli/Palestinian Conflict. 9. Explain why energy plays a role in living systems. 10.What would happen if we mix ammonia and bleach together? 11.By developing your own plan of action, how would you resolve the obesity problem in America? 12.What other instance does Shakespeare portray good v evil in Othello?

Create your own questionsexemplifying each of the cognitive taxonomies applicable to your own class(es).

NOW…THERE ARE THREE DOMAINS TO LEARNING EACH WITH THEIR OWN

TAXONOMIESI know……………………………………more things to learn………

LEARNING DOMAINS

Cognitive

Mental skills

This is the knowledge portion.

This is what we just went over thus far with Blooms taxonomy. Critical thinking and cognitive processes progress in the levels of complexity the further you go up.

Affective

Emotions, motivation, and attitudes.

Some researchers allege these stages are not sequential like the cognitive domain while others disagree.

Psychomotor

Physical skills, coordination, and gross and fine motor skills.

These are sequential like the cognitive domain.

There are several proposed taxonomies for this domain; however, this presentation will focus on Dave's (1975).

Internalizing

Organizing

Valuing

Responding

Receiving

Hierarchical Classification of the Affective Domain

Internalizing

Organizing

Valuing

Responding

Receiving

Affective Domain

Receiving StimuliListening to others with

respect; listening to

new knowledge.Examples:

replies, selects, names, follows,

describes, identify, points to, asks, and chooses

Responding to

StimuliActive

participation; willingness to respond and

satisfaction in responding

(motivation). Examples:

Answers, aids, assists,

complies, conforms,

presents, read, write, labels,

helps, performs, practices

ValuingThe worth or

value one assigns to the stimuli. Even though they

are internalized,

they are overtly

identifiable. Willing to be

involved.Examples:

Differentiates, demonstrates,

completes, justifies, reads,

proposes, shares, selects,

initiates, follows

Organizing

Willing to support and be an advocate. Prioritizing

values, comparing and

contrasting values;

managing conflict and

creating resolutions based

upon these values and the

priorities ascribe to each.

Examples: Compare, contrast,

organize, adhere, resolve,

prepares, relate,

Internalizing

A value system established that

controls behavior; it is consistent and pervasive. Work well with

others and independently, self-advocacy

practiced. Willing to change

behavior for good and revise

judgment when new insight

comes into play. Examples:

Influences, acts, discriminates,

proposes, questions, revises,

re/solves

Non-sequentialClassification ofThe AffectiveDomain

WHICH DO YOU PREFER???

Activity TimeI will be showing you short clips from

various videos; you tell me which Of the affective domains it represents and why.

VIDEO 1

Click onto the following link and tell me what affective domain trait each of the characters are exhibiting.

http://goanimate.com/videos/0X0n1XPEtN2A

VIDEO 2

• Click onto the following link and tell me what affective domain trait each of the characters are exhibiting.

• http://goanimate.com/videos/0k8SKdMHCh2c

VIDEO 3

Click onto the following link and tell me what affective domain trait each of the characters are exhibiting.

http://goanimate.com/videos/0VlJFL0y_vG0

Psychomotor DomainNaturalization-mastering skill to

automaticity. Examples: design, develop, create

Articulation- combining, producing, and performing several skills consistently.

Examples: adapt, construct, generate, create, modify, teach, solve, combine, coordinate

Precision- performing a skill independently without assistance.

Examples: demonstrate, master, perfect, complete, control, show

Manipulating- performing by memory or following instructions.

Examples: act, execute, produce, perform, implement

Imitation- mimicking and observing behavior.

Examples: copy, follow, mimic, reproduce, replicate, trace

Naturalization

Articulation

Precision

Manipulating

Imitating

Naturalization

Articulation

Precision

Manipulating

Imitating

Activity Time!!!

You will be placed into groups. Within your groups, you will have to create an example for each of the psychomotor domains.

NOW THAT WE KNOW ALL THE LEARNING DOMAINS, HOW DO WE

EFFECTIVELY CREATE INSTRUCTIONAL OBJECTIVES???

1. Are specific! Leave little room for interpretation or ambiguity.

Examples of poor objectives:

The student will appreciate the crescendos in Rachmaninov’s Concerto No. 2.

The student will know what metamorphosis is.

The student will understand quadratic equations.

The student will see the significance of the Cold War.

Instructional Objectives

2. Include the three cardinal characteristics for articulating the objective.a.Performance- what exactly will they be able to do in

observable terms. It is measureable! Example: Differentiate between the American and French Revolutions

b.Condition- the condition under which they will be asked to perform the task. Example: Create a power point presentation or using presentation software systems

c. Criteria- how well they will be performing the task (if possible). Example: In 15 to 20 slides

The student will differentiate between the American and French revolutions by creating a 15 to 20 slide power point presentation .

Another way to look at this is via the A,B,C, D’sA= Audience (Student will be able to)B= Behavior: What they are expected specifically to do and how to demonstrate itC= Condition: Condition in which the task will be performed. D= Degree: How well they will be expected to perform the task.

A, B, C, D’s

• S= Specific• M= Measureable• A= Attainable/Achievable. Can the students actually perform the objective within the skill sets and time frame assigned?• R= Relevant. Is the objective relevant to the lesson, its overall goal or end result, the age group, and prerequisite knowledge? • T= Time bound

And yet another….

S.M.A.R.T Objectives

EXAMPLES OF INSTRUCTIONAL OBJECTIVES

Cognitive Domain

The student will create a website discussing the history of the Israeli and Palestinian Conflict and proffer propose their own re/solution following the criteria outlined in a furnished rubric.

Affective Domain

The student will decide and verbally defend their position on what they deem the most important human right issue in a 3 to 5 minute speech following the guidelines of a furnished rubric.

Psychomotor DomainThe student will be able to give a well articulated and effectively delivered 8 to 10 minute speech demonstrating eye contact with the audience, clear and non-montonous voice tone, appropriate use of body language, relaxed disposition, succinct word choice, and an accurate informative message.

Your Turn

Create one cognitive, affective, and psychomotor instructional objective for a class you are teaching utilizing the A,B,C, D’s and guidelines you have been furnished.

• Please click onto the following link:

• http://goanimate.com/videos/0gpBojoxEKgw