1. Developing Instructional Objectives
GeauxTeach Ag CDE

2. Objectives Identify Mager’s rules for writing instructional objectives
Apply Mager’s rules for writing objectives.
Identify the six levels of Bloom’s Taxonomy.
Differentiate lower-order thinking skills from higher-order thinking skills.

3. Why are learning objectives important?
Two primary reasons
Help you design focused units of instruction
Provide a framework to assess student learning

4. Mager’s Rules for Writing Measurable Instructional Objectives
Identify and name the student performance/behavior sought.
Define any important conditions under which the behavior is to occur.
Define a degree of acceptable performance.
Specify the PERFORMANCE/BEHAVIOR, CONDITION, and DEGREE of acceptable criteria for the performance anticipated.

5. Bloom’s Taxonomy of Cognitive Objectives
A hierarchical classification of six levels of cognition or thinking behaviors.

6. Levels of Cognition = Thinking Skills
Lower-Order Thinking Skills (LOTS) – 2
Remembering
Understanding
Higher-Order Thinking Skills (HOTS) – 4
Applying
Analyzing
Evaluating
Creating

7. DEPTH R U A A E C
LEVELS

8. Action Verbs
Should be used to describe the student behavior to be demonstrated (observed).
Should represent one of the six levels of the Cognitive Domain (Bloom’s Taxonomy) and be used to formulate the objective.

9. Types of Objectives Terminal Performance Objective (TPO)
Overall goal/purpose of the lesson
Not be communicated to students verbatim (i.e., the three parts; performance/behavior, condition, criteria/degree)
Only performance/behavior needs to be communicated

10. Types of Objectives EOs Enabling Objectives and/or Questions TPO
How you will help students achieve TPO
TPO
EOs

11. Examples of Objectives
VAGUE
The student will be able to…
Know
Understand
These are difficult/impossible to measure
CLEAR
The student will be able to…
List
Describe
Name
Compare
Demonstrate
Judge
See HO of verbs