1. Instructional Objectives

2. Performance Objective b b Given a set of student performances in your subject, develop observable and measurable instructional objectives for that include condition, task, and standard. In addition, on the course final examination, demonstrate an understanding of instructional objectives with 70% accuracy.

3. Enabling Objectives b b Explain instructional objectives b b Explain why and how instructional objectives are used in career and technical education. b b Write performance objectives. b b Write enabling objectives.

4. I’ve Got a Secret b I’m the teacher. b I Know a secret, and you don’t. I know what the class is about. Can you guess? b Really, I’m not quite sure what it is going to be about, because I didn’t plan very thoroughly. Planning is such hard work. Let’s just muddle through class without any planning.

5. Rationale for Developing Objectives b To provide direction for both the student and the teacher. It allows both the teacher and the student to know where they are going and at what point they have reached the destination.

6. More Rationale for Objectives b The learner and the instructor have firm criteria by which the learner's progress and level of competency may be assessed at a specific point in time.

7. Two Kinds of Instructional Objectives b Performance Objective b Enabling Objectives

8. Performance Objective b What the student is expected to DO when the instruction is completed (performance, get it?) b Specifies the conditions under which the task is to be performed b Sets the minimum standard to which the student must perform in order to pass. b Specific and complete but concise.

9. Purposes of the Performance Objective b Forces the teacher to decide what he/she expects of the student before starting the lesson. b Tells the student what he/she is expected to do as a result of this lesson. b Provides a basis for the eventual evaluation of student performance.

10. The Performance Objective is: b Observable, measurable statement of: what you expect the student to be able to do as a result of instruction,what you expect the student to be able to do as a result of instruction, how well the student must be able to perform the task, andhow well the student must be able to perform the task, and under what conditions the student must perform the task.under what conditions the student must perform the task.

11. Observable b You can see the student do the task. b It requires some kind of overt (open) action on the part of the student

12. Measurable b You can tell when the student has completed the task. b You can count, or weigh, or score, or in some other way determine the student’s performance.

13. The Performance Objective Consists of: b Condition b Task b Standard

14. Condition b Circumstances under which the task will be performed. b Things the student will have to work with. b Point at which the performance will be EVALUATED. b Think of the condition. statement as a list of tools the student will have to work with.

15. Condition Examples: b Given 14-3 wire, a single pole switch, receptacle box, and hand tools as needed, b On a 50-item True-False and Multiple Choice quiz, b Given a set of 10 plaster casts of wildlife tracks, b On a practical exercise, given 10 combinations of metal pieces, b Given a teaching calendar, b In a class discussion, b Given a set of parliamentary problems and meeting participants,

16. Condition Non-Examples b After instruction, b Given proper motivation, b After seeing a film on parliamentary procedure, b After an explanation on how to wire a single-pole switch,

17. Task b Precisely what student is expected to do b Must be observable and measurable b Uses an action verb Examples: LIST, NAME, COUNT, BEND, FOLD, STAPLE, IDENTIFY, EXPLAIN, WRITE, BUILD, REPLACE, INSTALL, CHOOSEExamples: LIST, NAME, COUNT, BEND, FOLD, STAPLE, IDENTIFY, EXPLAIN, WRITE, BUILD, REPLACE, INSTALL, CHOOSE Non-Examples: KNOW, APPRECIATE, UNDERSTAND, ENJOY, REALLY UNDERSTAND, APPRECIATE A LOTNon-Examples: KNOW, APPRECIATE, UNDERSTAND, ENJOY, REALLY UNDERSTAND, APPRECIATE A LOT

18. Task Examples b wire a single pole electrical switch b identify tracks of common wildlife in Virginia b select the proper electrode for welding two pieces of steel together b calculate the volume of a solid b prepare a word processing file b build a window display

19. Task Non-Examples b know how to wire a single pole electrical switch b know very well the tracks of wildlife b really understand how electrodes are selected b comprehend the electric theory of arc welding b appreciate the importance of tracks in identifying wildlife b understand what window displays should look like b think about how word processing files are done

20. Standard b How well the student must perform to PASS b The MINIMUM standard for success b Examples: so that the wiring meets Code requirements and the switch operates a light safelyso that the wiring meets Code requirements and the switch operates a light safely correctly listing at least 5 characteristics each of at least 5 breedscorrectly listing at least 5 characteristics each of at least 5 breeds correctly identifying at least 7 of the 10 speciescorrectly identifying at least 7 of the 10 species selecting at least 8 of 10 electrodes correctlyselecting at least 8 of 10 electrodes correctly

21. Standards at Different Levels b Testing for lower cognitive levels b Scoring Checksheets for higher cognitive levels b Performance Checksheets for psychomotor tasks b Look for more on domains of learning and levels of cognitive tasks in a subsequent lesson

22. A Sample Performance Objective: b Given a live wiring board, 14-3 wire, a selection of switches, and electrical tools as needed, the student will prepare and install single-pole, 3-way,and 4-way switches to code requirements, so that each switch properly operates the lights.

23. Another Sample: b On a multiple choice and short answer exam, the student will demonstrate a knowledge of the principles of floral design with 70% accuracy.

24. An Example for a Higher Level Task: b Given a list of topics, access to reference materials, and a computer with word processor, the student will write a paper that is 2-3 pages, typed, double-spaced. The paper will score at least 70 points on a 100 point scale as measured by the evaluation checklist provided.

25. Enabling Objectives b Enabling objectives are concise statements of the incremental steps in the overall student performance b Written from the perspective of the student and what he/she must know and be able to do to accomplish the performance objective

26. Enabling Objectives are: b The steps required to accomplish the performance objective b Sequenced in the order they must be accomplished b Written from the student’s perspective, not the teacher’s

27. Purpose of Enabling Objectives b Helps the teacher analyze the performance objective into teachable/learnable “bites” b Provides structure for the lesson b Ensures the teacher does not forget anything in getting ready for the lesson

28. Developing Enabling Objectives b Analyze the performance objective – what does it require? b What steps must the student follow to get there? b What background knowledge must the student gain to take the steps?

29. Analyze the Performance Objective (Use this example) b b Given electrical wire, appropriate tools, and a wiring panel, the student will install a single-pole switch to code specifications so that the switch operates a light correctly.

30. What does student have to know and be able to do this? Determine length of wire needed.Determine length of wire needed. Measure and cut wireMeasure and cut wire Remove sheathing from wire for boxRemove sheathing from wire for box Strip wire tipsStrip wire tips Form loops on wire tipsForm loops on wire tips Identify hot and neutral terminalsIdentify hot and neutral terminals Install white wire to hot terminalsInstall white wire to hot terminals Install black wire to neutral terminalsInstall black wire to neutral terminals Install ground wire to ground terminalsInstall ground wire to ground terminals Etc….Etc….

31. Examples of Enabling Objectives in Other Occupational Areas b Measure using micrometer b Set digital control for depth b Pour paint into container  Format font size, style, and c o l o r b Find tolerance in repair manual b Transfer depreciation to expense column b See, this works for EVERYBODY!!!

32. Sequence Enabling Objectives b Once you have developed ALL of the enabling objectives (steps) involved in completing the performance objective, sequence them in the order you will need to teach them. (I.e., line up your ducks) b Remember this lesson for the next course. This skill is critical in lesson planning

33. In Review: b The performance objective specifies what the student will do to demonstrate mastery of the lesson content. b The enabling objectives outline the steps that must be accomplished, in order, to complete the performance objective. b What this really means is that the teacher must think about the lesson in advance.

34. Performance Objective A teacher needs a performance objective just as a builder needs a clear vision of what the finished building will look like.

35. Enabling Objectives b A teacher uses enabling objectives to supply the details of the lesson just as a builder uses a blueprint to supply the details of the construction.

36. Think of it This Way b Instructional Objectives are intended to help both the teacher and student. b The Performance Objective specifies exactly what the new knowledge will be I.e., “where you are going.” b Enabling Objectives lay out the path that the student must follow to build the new knowledge, I.e., “how to get there.”

37. The Last Word: b You expect any professional to plan his or her work. b If you want to be considered a professional teacher, you must be willing to plan your work as well.