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... Write a behavioral objective for each level of Bloom’s Taxonomy of the Cognitive Domain according to the standards set forth by Mager. PowerPoint PPT Presentation


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Instructional Objectives. ... Write a behavioral objective for each level of Bloom’s Taxonomy of the Cognitive Domain according to the standards set forth by Mager. Developed by W. Huitt (1998). Writing Instructional Objectives.

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... Write a behavioral objective for each level of Bloom’s Taxonomy of the Cognitive Domain according to the standards set forth by Mager.

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Instructional Objectives

... Write a behavioral objective for each level of Bloom’s Taxonomy of the Cognitive Domain according to the standards set forth by Mager.

Developed by W. Huitt (1998)


Writing Instructional Objectives

Instructional objectives are statements of educational expectations for students.

Research has NOT demonstrated a strong link between writing objectives and student achievement


Writing Instructional Objectives

Nevertheless, it is still considered good educational practice to have written objectives in order to facilitate communication to students about expected outcomes.


Writing Instructional Objectives

There are a number of approaches to writing instructional objectives:

  • Mager -- Behavioral objectives


Writing Instructional Objectives

Mager proposes writing specific statements about observable outcomes that can be built up to become a curriculum (an inductive approach).

  • An example of a behavioral objective:

Given 3 minutes of class time, the student will solve 9 out of 10 multiplication problems of the type: 5 X 4 = _____.


Writing Instructional Objectives

There are a number of approaches to writing instructional objectives:

  • Mager -- Behavioral objectives

  • Gronlund -- General/specific objectives


Writing Instructional Objectives

Gronlund proposes starting with a general statement and providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).


Writing Instructional Objectives

  • An example of a general/specific objective:

The student can perform simple multiplication: a. can define what multiplication means, in his our her own words. b. can define relevant terms such as "multiplier" and "product”. c. can solve problems of the type 5 X 4 = ______.


Writing Instructional Objectives

There are a number of approaches to writing instructional objectives:

  • Mager -- Behavioral objectives

  • Gronlund -- General/specific objectives

  • Eisner -- Expressive objectives


Writing Instructional Objectives

Eisner proposes that not all instructional objectives should focus on outcome; some should focus on the learning process itself (expressive objectives).

  • Examples of an expressive objective:

a. Students will attend a live symphony performance.

b. Students will use multiplication in everyday activities.


Writing Instructional Objectives

While there are advantages and disadvantages to each approach, we will focus on Mager's approach, because it is the most widely used and perhaps the most inclusive.


Writing Behavioral Objectives

An instructional objective is a clear and unambiguous description of educational expectations for students.

When written in behavioral terms, an objective will include three components:

  • student behavior,

  • conditions of performance, and

  • performance criteria.


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

skill or knowledge to be gained (e.g., two digit numbers, vocabulary words)

Student Behavior


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

Student Behavior

and


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

the action or skill the student is able TO DO (e.g., define, count, label, categorize, analyze, design, evaluate, add, multiply, etc.)

Student Behavior


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

  • Students will add two-digit numbers

Student Behavior

  • Students will define the vocabulary words identified in bold print in the first story.


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

Under what circumstances or context will the behavior be performed

Conditions of Performance


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

  • In an oral presentation

Conditions of Performance

  • Without the use of notes


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

How well is the behavior is to done

Performance Criteria

Compared to what standard


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

  • 80 out of 100

Performance Criteria

  • containing four of the six components discussed in class


Writing Behavioral Objectives

Three Parts of a Behavioral Objective

In an oral presentation,

the student will paraphrase Dr. Martin Luther Kings's I Have a Dream address,

mentioning at least 3 of the 5 major points discussed in class.


Writing Behavioral Objectives

When developing the behavioral objective it is best to write the student behavior first, then the condition statement and finally the criteria.

In an oral presentation,

the student will paraphrase Dr. Martin Luther Kings's I Have a Dream address,

mentioning at least 3 of the 5 major points discussed in class.


Writing Behavioral Objectives

Write a behavioral objective for each of the following statements:

  • The students will grasp the significance of civic responsibility.

  • The student will learn the parts of speech.

  • The teacher will cover multiplication facts.


Writing Behavioral Objectives

Are these properly written behavioral objectives?

  • Given ten rocks, the student will label them as igneous, metamorphic, or sedimentary rocks.

  • The student will located 12 major bones on the diagram of a skeleton.


Writing Behavioral Objectives

Are these properly written behavioral objectives?

  • Given five sentences, the student will correctly classify four of them.

  • Given three 7-word sentences, the student will correctly identify the parts of speech for 18 of the words.


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