1. IN THE NAME OF “ALLAH” THE MOST BENIFICENT AND THE MOST MERCIFUL4

2. instructional objectives
Chapter no 2
instructional objectives

3. What are instructional objectives?
“instructional objectives are specific statement of learner behavior of outcomes that are expected to be exhibited after completion of the unit of instruction”
Example :after completing this lesson student will be able to Write the name of month in order.

4. Key role of instructional objectives
They provide an important role both in instructional process and assessment process
Guides both teaching and learning
Communicate the intend of the instruction from others
Provide guidelines to assess the learning outcomes of student.

5. Instructional objectives as learning outcomes
It is one of the criteria states instructional objectives in this statement what learner may be able to do Like microscope

6. HOW TO STATE OBJECTIVES
State what we expect from students
Shift from teacher to students
ROLE OF INSTRUCTIONAL OBJECTIVES INTEACHING &LEARNIG PROCESS
1-Fist objectives establish direction
2-Varying degrees of dependence that the product
3-Complexity

7. Types of learning outcomes
Knowledge
Understanding
Application
Thinking skill
General skills
Attitudes
Interests
Appreciation
adjustment

8. knowledge Terminology Specific facts Concepts and principals
Methods and procedure

9. Understanding Concepts and principals Methods and procedures
Written material , graphs, maps and numerical data
Problem situation

10. Application Factual information Concept and principals
Methods and procedures
Problem solving skills

11. Thinking skills
Critical thinking
Scientific thinking

12. General skills Laboratory skills Performance skills
Communication skills
Computational skills
Social skills

13. attitudes
Social attitudes
Scientific attitudes

14. Interests Personal interests Educational interests
Vocational interests

15. appreciations Literature, art, and music
Social scientific achievements

16. Adjustment
Social adjustment
Emotional development

17. Methods of stating instructional objectives
There are two major types of objectives
General
Specific

18. General objectives State each general objectives as learning outcomes
Begins each general objective with action verb
In each objective there might be only one general learning outcome
State each objective at the proper level of generality
Keep general objective free from course content
Minimize the overlap with other objectives

19. Specific objectives
List of a representative sample of specific outcome
Begin each specific objective from action verb
Make sure relevancy of each specific objective to general objective
Consult reference material for specific component .
Keep every objective at appropriate level of specification.
Keep the specific objectives according to content.

20. Stating Ins objectives as learning outcomes
Don’t state in terms of
Teacher performance
Learning process
Course content
Two objectives
State in term of performance
Know ,identify, Match apply, write etc.

21. Taxonomies of educational objective
Bloom’s taxonomy was presented in 1956 by B.S .Bloom.
Three major domains
Cognitive domain
Effective domain
Psychomotor domain
These are also called “3H”
“Head, Heart and Hand”

22. Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

23. Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

24. Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

25. Cognitive domain levels
Knowledge
Comprehension
Application
Analysis
Synthesis
evaluation

27. COGNATIVE DOMAIN Ability to graps the meaning of material VERB
Knowledge
Remembering of previously knowledge/recall VERB
Know,define,identify,name,list,relate,recall Comprehension
Ability to graps the meaning of material
VERB
Explain ,discuss, draw, express, infer represent, conclude, interpret,

28. CONT………
Application
The ability to use learned material in new and concrete situation .
VERB
Apply, relate, calculate, develop, show, use, illustrate, demonstrate, organize.
Analysis
The ability to break down or distingush the part of a material in to its components.

29. verb
Differentiate, compare, investigate, discover, examine, deduce ,classify, detect.
Synthesis
The ability to put parts together
Verb
Compose, plan produce, develop, design, collect, predict, relate combine, arrange.
Evaluation
The ability to check judge the value of material Verb decide,consider,measure,select,estimate, compare,evaluate,conclude.

30. Affective domain Receiving Responding Valuing Organization
Characterization

31. Psychomotor domain
Professor Simpson, Harrow and Dave worked out for this domain.
Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination

32. Solo Taxonomy Solo stands for Structured Of observed Learning Outcomes
Solo taxonomy was developed to understand the level of complexity in student understanding for assessment task.

33. Levels of solo texonomy
pre-structural
Uni-structural
Multi structural
Relational
Extended abstract

34. ALLAH HAFIZ
Thank
you

35. Activities for students
Let us check learning outcomes of students

36. Evaluation technique question answering
Any five types of learning outcomes?
How many domains mentioned in Bloom’s taxonomy?
Levels name of cognitive domain?
How many levels of affective domain?
Any five action verbs related to evaluation?
What is solo stands for?
Difference between solo and Bloom’s taxonomy ?

37. This is for qualifying group.
Please give them big hands