Objectives - as a learning guide to selection of teaching materials, instructional activities and teaching strategies.

Outcome - a result or effect.

Learning – knowledge or skills acquired through experience or study or by being taught.

It is an intent communicated by a statement of what the learner is to be like when he has successfully completed a learning experience.

-Mager

One of the recent developments

in the educative process is the formulation of instructional goals in behavioral terms.

Once an instructor decides he will teach his students something several kinds of activity are necessary on his part if he is to succeed.

First, he must decide upon the goals he intends to reach at the end of his course or program.

Second, he must select procedures, content and methods that are relevant to the objectives.

Finally, measure or evaluate the student’s performance according to the objective or goals originally selected.

There are instructional objectives stated in terms of what we, as teachers, are going to do.

Example:

1. To demonstrate to students how to set up laboratory.

A more fruitful way to state instructional objectives is in terms of outcomes we expect from our teaching; therefore, after we demonstrate how to use laboratory equipment, we might expect students to be able to do the following:

1. Identify the laboratory equipment used in demonstration.

Note:

Behavioral Objective to be meaningful and effective should be:

• S - specific

• M - measurable

• A - attainable

• R - realistic

• T – time bound

Stating Specific Learning Outcomes

How to write objectives that will describe the desired behavior of the learner.

Mager has three suggestions:

1. First, identify the terminal behavior by name; you can specify the kind of behavior that will accept as evidence that the learner has achieved the objective.

2. Second, try to define the desired behavior further by describing the important conditions under which the behavior will be expected to occur.

3. Third, specify the criteria of acceptable performance by describing how well the learner must perform to be considered acceptable.

1. To be able to solve quadratic equations.

2. To develop an appreciation for music.

The first objective tells what the learner will be doing when he is demonstrating that he has reached the goal: he will be solving quadratic equations.

The second objective, on the other hand, does not meet the criterion.

1. Terminal Instructional Objectives

are use to check progress at the end of a unit, course, school year, or designated level of instruction.

Example:

By the end of the year, 90 percent of all students will write the 100 multiplication with 100 percent accuracy in five minutes.

2. Short-term Instructional Objectives

Are derived from terminal instructional objectives and designed to guide shorten-range instruction.

Example:

1. At the end of the lesson, the students will be able to state at least three reasons why warm-up exercises should precede intensively physical activity.

Classification of Behavioral Objectives

(Based on Classification or taxonomy of Objectives)

Cognitive Domain

Affective Domain

Psychomotor Domain

Cognitive Domain

Which is compose of intellectual abilities.

A. Knowledge – The activity of the learner in to recall specifies, methods, and other items.

Example:

The students will be able to:

1. Memorize the multiplication table

2. Recite the poem, “The Tree:

3. Name the cities and municipalities comprising the Metro Manila

B. Comprehension – in the second level, the learner can make use of certain idea or material without necessarily knowing or seeing its fullest implications.

Example:The learner will be able to:

1. Summarize a short story 2. Identify the part of a simple sentence.

C. Analysis – Analysis is more than comprehension.

Example:The students will be able to:

1. Distinguish truthful advertisement from doubtful one.2. Determine the past solution to a given problem.3. Recognize the correct and factual information from the

newspaper.

D. Synthesis – This is putting together the different elements to create a new one.

Example:The students will be able to:

1. Prepare a balance diet for a nursing mother.2. Compose a poem showing love of country.

E. Evaluation – This is the highest level of objectives in the cognitive domain.

Example:The student will be able to:

1. Evaluate the progress of a community after several visits to place after conducting interviews of different families.

2. Write evaluation report on the dialogue between the management labor forces.

Affective domain

Which include emotions, interests, appreciation and others that relate to aesthetic expression.

Receiving Phenomena:

Awareness, willingness to hear, selected attention.

Examples:

Listen to others with respect. Listen for and remember the name of newly introduced people.

Key Words:

asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.

Responding to Phenomena:

Active participation on the part ofthe learners. Attends and reacts to aparticular phenomenon. Learningoutcomes may emphasize compliance inresponding, willingness to respond, orsatisfaction in responding (motivation).

Examples:

Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

Key Words:

answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.

Valuing:

The worth or value a person attaches toa particular object, phenomenon, orbehavior. This ranges from simpleacceptance to the more complex state ofcommitment. Valuing is based on theinternalization of a set of specified values,while clues to these values are expressed inthe learner's overt behavior and are oftenidentifiable.

Organization:

Organizes values into priorities by

contrasting different values, resolvingconflicts between them, and creating anunique value system. The emphasis is oncomparing, relating, and synthesizing

values.

Internalizing values (characterization):

Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Psychomotor Domain

Which embrace muscular or motor abilities, manipulation, writing vocational and technical abilities.

Perception:

The ability to use sensory cues toguide motor activity. This ranges fromsensory stimulation, through cueselection, to translation.

Examples:

Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.

Key Words:

chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Set:

Readiness to act. It includes mental,physical, and emotional sets. Thesethree sets are dispositions thatpredetermine a person's response todifferent situations (sometimes calledmindsets).

Examples:

Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.

Key Words:

begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Guided Response:

The early stages in learning acomplex skill that includes imitationand trial and error. Adequacy ofperformance is achieved by practicing.

Examples:

Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.

Key Words:

copies, traces, follows, react, reproduce, responds

Mechanism:

This is the intermediate stage inlearning a complex skill. Learnedresponses have become habitual andthe movements can be performedwith some confidence and proficiency.

Examples:

Use a personal computer. Repair a leaking faucet. Drive a car.

Key Words:

assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Complex Overt Response:

The skillful performance of motor acts thatinvolve complex movement patterns. Proficiency isindicated by a quick, accurate, and highlycoordinated performance, requiring a minimum ofenergy. This category includes performing withouthesitation, and automatic performance. Forexample, players are often utter sounds ofsatisfaction or expletives as soon as they hit atennis ball or throw a football, because they cantell by the feel of the act what the result willproduce.

Examples:

Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.

Key Words:

assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Adaptation:

Skills are well developed and theindividual can modify movementpatterns to fit special requirements.

Examples:

Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).

Key Words:

adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination:

Creating new movement patterns tofit a particular situation or specificproblem. Learning outcomes emphasizecreativity based upon highly developedskills.

Examples:

Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

Key Words:

arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

Quiz_________1. It is an intent communicated by statement of what the

learner is to be like when he has successfully completed learning experience.

_________2. A result or effect._________3. The instructional objective should be stated in terms of

what we, as teachers, are going to do. Yes or No?_________4. What is SMART?_________5. Are derived from terminal instructional objectives and

designed to guide shorter range instruction._________6. Give the 3 domains._________7. Are use to check progress at the end of a unit course,

school year, or designated level of instruction._________8. Which is composed of intellectual abilities._________9. Embraces muscular or motor abilities_________10. Give at least 2 levels of Cognitive Domain.

Answers

1. Instructional Objective

2. Outcome

3. No

4. Specific, Measurable, Attainable, Realistic, Time-bound

5. Short-term instruction

6. Cognitive, Affective and Psychomotor Domain

7. Terminal Instructional Objectives

8. Cognitive Domain

9. Psychomotor Domain

10. Knowledge, Comprehension, Analysis, Synthesis, Evaluation

“What a blind person needs is not a teacher but another self. ”

- Helen Keller