INSTRUCTIONAL

OBJECTIVES
 Instructional Objectives

To start teaching: teacher must be guided

by instructional objective, followed by
strategies and tools to accomplish the task,
and then evaluate the outcomes
 Instructional Objectives

Objectives: desired outcomes of learning

Purpose:
Defining the intents of an educational plan
Helping teachers to plan steps necessary to
achieve plan
Helping students to know what is expected
of them at the end of the program
 Instructional Objectives

Helping teachers, administrators and

society to assess the products of the system
Statement that described the teacher’s
intent about how students should change
 Mager format of instructional
objectives

Robert Mager (1962) ‘Preparing

Instructional Objectives’
Objectives must be OBSERVABLE and
MEASURABLE
‘BEHAVIORAL OBJECTIVES’
 Mager format of instructional
objectives

 Robert Mager (1962) suggested that

objectives of learning need to be specific
in term of:
1) Student behaviour
- What the learner will be able to do when
he has mastered the objectives
 Mager format of instructional
objectives

- What learner will be doing or behavior the

teacher will accept as evidence that the
‘objectives’ have been achieved
- using verbs that denote observable action
- “at the end of the lesson, the students
should be able to identify….”
 Mager format of instructional
objectives
2) Testing situation
- Under what conditions he will be able to
do it
- The condition under which the behaviour
will be observed
- ‘given the blank world map students
should be able to locate the 5 active
volcanoes’
 Mager format of instructional
objectives
3) Performance criteria
- To what standard he will be able to do it
- The standard of the performance level
defined as acceptable
- indicating correctness, speed, rate of
response
- ‘given the blank world map students
should be able to locate the 5 active
volcanoes’
 Mager format of instructional
objectives

 use precise words – that are not open to

many interpretations
Link the 3 parts together when writing the
behavioral objectives
Start by stating students behaviours,
condition and performance
 Mager format of instructional
objectives
Examples : - colour the..
- state - measure
- list down - solve
- identify - match the..
- compare
- calculate
- draw
- name the…
 Mager format of instructional
objectives

Criticisms:
1) Not practical  difficult to write
2) Difficult to accomplish the kind of
specificity
3) Becomes unmanageable for teachers to
write because too many objectives and
specificity
 Instructional Objectives

 Groundlund (1970) suggested there are 2

levels of objectives:
1) General objectives
2) Specific objectives
 Instructional Objectives

General instructional objectives must be

followed by a sample of specific
behavioral outcomes
Teaching may be directed towards
achievement of the general objectives
 Instructional Objectives

Specific objectives may form the basis for

testing and assessment
 Bloom’s Instructional Objectives

 There are different types of behaviours

can be specified in writing the instructional
objectives
WHY??
Learning outcomes are varied and may be
classified into different categories
 Bloom’s Instructional Objectives

 Benjamin Bloom (1956) proposed the

most helpful guides for the behaviour
classification
 He created a scheme that classifies
instructional objectives in a systematic
way
Bloom’s Instructional Objectives

He divided the objectives into 3 domains:

1) Cognitive domain : knowing fact and
information
2) Psychomotor domain: performing physical
skills
3) Affective domain: exhibiting personal
attitudes
 Bloom’s Instructional Objectives

COGNITIVE
2) Comprehension
DOMAIN
- Divided into 6 levels - Related to translation,
(from simple  interpretation,
complex) extrapolation of
1) Knowledge materials (e.g.
- k/l of specifies interpret a table)
- Ways / mean of - E.g. u/s an essay,
dealing with specify = summarizing
classification,
category
 Bloom’s Instructional Objectives

3) Application 4) Analysis
- Involves the use of - Breaking up a whole
abstraction in into parts
particular situation - E.g. Body  brain
- E.g. able to apply a section of brain 
mathematical formula neuron
- Involves- figuring,
reading, handling
equipment
 Bloom’s Instructional Objectives

5) Synthesis 6) Evaluation
- Putting parts together - Judging in term of
in a new form internal evidence and
- E.g. producing an logical consistency
original piece of art - E.g. an essay using
their own opinion
 Bloom’s Instructional Objectives

PSYCHOMOTOR 3) Perceptual abilities –

DOMAIN watching, exploring,
 6 classifications: catching
1) Reflex movement- 4) Physical activities
involuntarily 5) Skilled movement-
response typing, skating
2) Fundamental 6) Non-discursive
movement – communication-
crawling, biting ability to comm.
through body
language
 Bloom’s Instructional Objectives

AFFECTIVE 4) Organizing
DOMAIN (integrated new set of
 5 categories: values in his value)
1) Receiving (student is 5) Organization by value
aware) (acts consistently
2) Responding according to the
value)
3) Valuing (involve in
some experiences)
 Bloom’s Instructional Objectives

AFFECTIVE  Within each of 3

DOMAIN domains, there are
- participate, choose, different levels of
show, demonstrate behaviours (simple to
- “at the end of the
complex
class, the students will hierarchical order)
able to show concern  The entire
for safety” classification system
is called “taxonomy”