1. Learning Objectives Write the Objective Teach Based on the Objective
Test Over the Objective

2. Educational Goals Goals are general statements of intent
Goals guide objectives
Legislators develop Aims
Administrators place Goals
Teachers write Objectives
Goal verbs include:
Understand, learn, know, increase (knowledge), acquire

3. Educational Objectives (AKA “Learning, Behavioral, Student”)
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Complete objectives …
State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)

4. Educational Objectives (AKA “Learning, Behavioral, Student”)
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Complete objectives …
State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)

5. Educational Objectives (AKA “Learning, Behavioral, Student”)
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Complete objectives …
State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)

6. Educational Objectives (AKA “Learning, Behavioral, Student”)
A learning objective is a statement of the measurable learning that is intended to take place as a result of instruction.
Complete objectives …
State what the student will be able to do (observable behavior)
With the conditions under which they should be able to demonstrate (condition)
Under the expected degree of proficiency (criterion)

7. Objectives Observable Behavior?
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Observable Behavior?

8. Objectives Observable Behavior?
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Observable Behavior?

9. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Condition?

10. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Condition?

11. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Criterion?

12. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Criterion?

13. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

14. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

15. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

16. Objectives
Without notes or references, the students should be able to list in order the steps in troubleshooting a BASIC computer program with no mistakes.
Given the values of two of the three variables in Ohm’s law, the students should be able to calculate the value of the remaining variable 90% of the time.

17. Types (domains) of learning objectives
Cognitive objectives
Describe the knowledge that learners are to acquire
Affective objectives
Describe the attitudes, feelings, and dispositions that learners are expected to develop
Psychomotor objectives
Relate to the manipulative and motor skills that learners are to master

18. Behavioral Domains The Cognitive Domain (Bloom, 1956)
Intellectual skills
Knowledge – Remembering the information
Comprehension – Understanding the meaning
Application – Using the information
Analysis – Breaking down into parts
Synthesis – Producing a new whole
Evaluation – Judging the value

19. Behavioral Domains The Affective Domain (Bloom, 1964)
Emotions, feelings & values
Receiving - Willing to listen or see
Responding - Active participation
Valuing - Internalize the worthiness
Organization - Ability to see the value
Characterization by a value - Behavior consistent with a value system

20. Behavioral Domains The Psychomotor Domain
Muscular, motor skills, “hands-on”
Readiness - Willingness for an activity
Observation - Watches & is interested
Perception - Senses & becomes able
Response - Practices a skill
Adaptation - Develops and masters a skill