1. Instructional Design - Objectives Why bother? 1 - To guide the design of instruction 2 - To set a framework for assessment 3 - To help the learner understand the intent Why bother? 1 - To guide the design of instruction 2 - To set a framework for assessment 3 - To help the learner understand the intent

2. Instructional Design - Objectives Objective Domains Cognitive - knowing/thinking Psychomotor - body movement Affective - attitude Objective Domains Cognitive - knowing/thinking Psychomotor - body movement Affective - attitude

3. Instructional Design - Objectives Cognitive parts (taxonomy) knowledge comprehension application analysis synthesis evaluation Cognitive parts (taxonomy) knowledge comprehension application analysis synthesis evaluation

4. Instructional Design - Objectives Cognitive parts (levels of thinking) knowing information understanding putting to use figuring it out putting it together deciding its value Cognitive parts (levels of thinking) knowing information understanding putting to use figuring it out putting it together deciding its value

5. Instructional Design - Objectives Psychomotor parts (taxonomy) initiation manipulation precision articulation Psychomotor parts (taxonomy) initiation manipulation precision articulation

6. Instructional Design - Objectives Psychomotor parts (levels) show try practice describe Psychomotor parts (levels) show try practice describe

7. Instructional Design - Objectives Affective parts (taxonomy) receiving responding valuing organizing characterizing Affective parts (taxonomy) receiving responding valuing organizing characterizing

8. Instructional Design - Objectives Affective parts (levels) giving attention willing to react willing to accept or reject organizing values acts accordingly Affective parts (levels) giving attention willing to react willing to accept or reject organizing values acts accordingly

9. Instructional Design - Objectives Writing Objectives - - It’s a process! Walking versus sitting Writing Objectives - - It’s a process! Walking versus sitting

10. Instructional Design - Objectives Writing Cognitive Behavior changes: What behavior will demonstrate to indicate that the student has learned!! Use action words!! “to name, to operate..” Writing Cognitive Behavior changes: What behavior will demonstrate to indicate that the student has learned!! Use action words!! “to name, to operate..”

11. Instructional Design - Objectives Action Words - - - - arrange, define, recall, relate, list describe, explain, tell, sort, locate apply, use, solve, prepare, sketch analyze, test, criticize, examine collect, design, write, plan, create appraise, choose, defend, rate Action Words - - - - arrange, define, recall, relate, list describe, explain, tell, sort, locate apply, use, solve, prepare, sketch analyze, test, criticize, examine collect, design, write, plan, create appraise, choose, defend, rate

12. Instructional Design - Objectives Writing Cognitive Terminal Objective Enabling Objectives To bake bread To measure and mix ingredients To knead and shape To set temperature and bake Writing Cognitive Terminal Objective Enabling Objectives To bake bread To measure and mix ingredients To knead and shape To set temperature and bake

13. Instructional Design - Objectives Writing Psychomotor Clearly state expected skills with numbers and times “Ten successful free throws in 20 attempts.” Writing Psychomotor Clearly state expected skills with numbers and times “Ten successful free throws in 20 attempts.”

14. Instructional Design - Objectives Writing Affective Hardest to assess The learner says, “----…” Delayed observations. Writing Affective Hardest to assess The learner says, “----…” Delayed observations.