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Senior Professor
Northwestern Polytechnic University
Abbot Lowell
Mission Specification:
555 passengers + luggage
More comfort!
Crew = 2
Range = 8,000 km.
Cruising Speed: Mach = 0.85 (289 m/s)
Ceiling = 15,000 m
Takeoff / Landing distance = 4 km.
WORKSHOP OBJECTIVES
Explain the reasons why we need to write
IO for our courses.
Discuss the 6 levels of Blooms (original)
and Andersons (revised) Taxonomy and
how they relate to IO.
Define appropriate, meaningful, and
measurable IO for one course.
What is an
Instructional Objective?
It is an intent, communicated by a
statement describing a proposed
change in the learner a statement
of what the learner is to be like when
he or she has successfully completed
a learning experience.
Robert Mager
2.
Affective domain
Emotional outcomes including interests, attitudes,
appreciation.
Psychomotor domain
Motor skill outcomes including operating laboratory
equipment, drafting, sports.
Cognitive domain
1. Knowledge recognize or recall information
(repeat verbatim)
Cognitive domain
(cont.d)
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Affective domain
Receiving attend to a stimulus [listen attentively
to a lecture, read a handout]
Affective domain
(cont.d)
Psychomotor domain
Perception use sense organs to obtain cues about motor
activity [relate labels to need for special handling of dangerous
material]
deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Understanding
Applying
Analyzing
Evaluating
Creating
Non-Instructional Objectives
(Goals)
By the end of the course (Fluid Mechanics) you will:
Know the basic principles of fluid mechanics
(continuity,momentum, energy)
Learn how an airplane flies.
Appreciate blood flow through the human heart and
capillaries.
Understand fluids and how they differ from solids.
Writing YOUR
Instructional Objectives
1. Select a topic in one of your courses.
2. Identify what you want your students to be able to
do after they complete that topic and draft 2 - IO.
Make them clear and specific. Use action verbs like
recall, explain, calculate, derive, design, select,
justify, etc. Do not use know, learn,
appreciate, understand.
3. Determine the level of thinking required in each
objective using Blooms Taxonomy.
Example
By the end of this chapter you will:
Ugly: ...know the basic principles of pipe flow.
Bad: be able to derive expressions for fluid velocities
and pressure drops and calculate them for specific
cases.
Good: be able to (a) derive the equation for the
velocity distribution across a circular pipe section in
laminar flow. (Level 3)
Thank You