Objectives

1. Objectives Writing worthwhile objectives for your class

2. Objectives • Develop a clear understanding of how to design a worthwhile objective. • Examine various examples of objectives and non-examples. • Identify more than one-way to asses an objective. • Describe how instruction can be aligned to fit objectives.

3. Defining objectives • There is fine difference between an objective and an activity. • An activity is a method that is used to reach an objective. • The student will read an FAA case study. • An objective is the intended outcome of the lesson (i.e., the skill or attitude that the learner will have) • The student will describe in detail 4 FAA case studies that relate to pilot fatigue. • Sullivan and Higgins (1983) define objectives as a description of an attitude or skill the learner will have at the end of the instruction.

4. Defining objectives • Dick, Carey and Carey (2005) state that objectives can support instructors by: • Developing specific knowledge, skills, and attitudes. • Helping to determine a strategy to instruction. • Create criteria for evaluation student performance at the end of instruction.

5. Worthwhile objectives • Sullivan and Higgins (1983) point to two questions to ask yourself in order to determine if an objective is worthwhile. • Will the students use the skill in life? • Will this skill be used to acquire another useful skill? • An objective needs to measure a skill or attitude.

6. Types of objectives • Sullivan and Higgins (1983) note that the types of objectives are: • Memory objectives • Memory objectives have the students identify specific elements that require memorization. • Application objectives • The student will apply a skill or knowledge into a performance. • Attitudinal objectives • the student will perform or indicate a change in behavior. • Attitudinal objectives should reflect real-life situations.

7. Examples of Objectives • Memory objective example • The student will identify landing procedures of a Boeing 747. • Application objective • The student will perform a simulated landing of a Boeing 747. • Attitudinal objective • The student will attain a passing score on the FAA licensing test.

8. Constructing objectives • Describing performance • Givens are materials the student will have when they are assessed on an objective. • Givens are not always necessary. • The intent of the objective can determine whether or not a given is necessary. • Examples with givens • The student will develop a flight plan that accounts for weather, given weather map and coordinates. • Given filmed examples of a cockpit cabin, the student will state the correct procedures.

9. Constructing objectives • Two features of a worthwhile objective: • Describes an observable performance. • Describes the necessary performance conditions or givens during assessment. • What to do when first writing objectives? • Determine what is the instructional content of the lesson. • Identify what the student will be able to do after going through the lesson.

10. Constructing objectives • Student performance • Tell what the student will be able to do after instruction. • Avoid stating what they will know or how they will feel. • The verb used in an objective should identify or indicate a performance that can be observed. • Use the chart in the next slide to decide on the correct verb to use.

11. Verbs by Blooms Taxonomy

12. Aligning instruction with the objective • Sullivan and Higgins (1983) point out that good instruction should follow from your objectives. • Presenting information • Present information in a clear and concise manner. • Only include information that pertains to the objectives. • Present information in a straightforward manner. • Avoid including items in a presentation that could impact external cognitive load.

13. Activity Develop three complete objectives for the course that you teach.

14. Thank you for your time. Any Questions?