1. INSTRUCTIONAL OBEJECTIVES PURPOSE OF IO IO DOMAINS HOW TO WRITE SMART OBJECTIVE 1

2. 2 Look like a spiral?

3. OBJECTIVES OF THIS CHAPTER After this session you will be able to: 1.Explain the function of instructional objective 2.Write set of instructional objectives based on the guidelines on writing good objective 3

4. Activity Read “getting started, Chapter 5” 4

5. Now, answer this question; “Why do instructional designers need instructional objectives?” 5

6. Function of Objectives It offers means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning. 6

7. Function of Objectives It provide a framework for devising ways to evaluate student learning. 7

8. Function of Objectives It guide the learner. 8

9. OBJECTIVE DOMAINS COGNITIVE PSYCHOMOTOR AFFECTIVE 9

10. LEVEL OF COGNITIVE DOMAIN Highest level Lowest level Evaluation Synthesis Analysis Application Comprehension Knowledge Assessing the value of ideas, things. Etc. Assembling a whole from parts Disassembling a whole into parts Using what has been previously learned Knowing what a message means Remembering/recalling terms, facts, and so on. 10

11. LEVEL OF PSYCHOMOTOR DOMAIN Highest level Lowest level Complex overt response Mechanism Guided response Set Perception Performing automatically Acting without assistance Performing a task with assistance Getting ready to perform Observing behaviours involved in task. 11

12. LEVEL OF AFFECTIVE DOMAIN Highest level Lowest level Characterization Organization Valuing Responding Receiving Adopting a new way of life or outlook Developing/acquiring a new value system Accepting values/beliefs Participating Paying attention. 12

13. Interrelation of Domains Single objective can involve learning all three domains Attitudinal development may precede successful learning of other domains 13

14. Writing Instructional Objectives Basis for objectives: Task analysis Goal analysis 14

15. PERFORMING GOAL ANALYSIS To perform goal analysis, instructional designers should carry out five simple steps: Identify the goal, the warm fuzzy, and write it down. Clarify the vague goal that instruction intends to achieve. Write down examples of what people are saying or doing when they are behaving in a way corresponding to the goal. In short, identify behaviors associated with the goal. Sort out unrelated items and polish the list developed in Two Step. Eliminate duplications not clearly associated with achieving the goal. Described precisely what learners should be doing to demonstrate goal achievement. Statements of this kind become performance objectives. Test the performance objectives to ensure that they are linked to the goal and, when enacted, will lead to the desired instructional results. 15

16. What should workers know or do to perform competently? What should workers know or do by the end of instruction, how can their performance be judged, and what assumptions must be made about condition for performance? Step 1 Establish instructional purpose Step 2 Classify learning tasks Step 3 Analyze learning tasks Results of task analysis Performance objectives STEP FOR CONVERTING RESULTS OF TASK OR CONTENT ANALYSIS INTO PERFORMANCE OBJECTIVES 16

17. STATING OBJECTIVES IN PERFORMANCE TERMS Classify the type of performance objectives that must be written and then state performance objectives that are directly or indirectly linked to work requirements. The objectives should thus clarify, in measurable terms, what learners should be able do to at the end of instruction, how well they should be able to do it, and what condition have to exist or equipment has to be available for them to exhibit the performance. 17

18. Classifying the Objectives KNOWLEDGE SKILLS ATTITUDES 18 Explaining a procedure… Typing letters… Serving customers courteously…

19. Verbs associated with objectives (learning outcomes) for cognitive domain 19 Knowledge: Arrange Define Duplicate Name Repeat Memorize Order Reproduce Recognize Comprehension Classify Recognize Identify Report Indicate Sort Tell Explain Restate Application Apply Choose Operate Illustrate Interpret Practice Use Solve Prepare

20. 20 Verbs associated with objectives (learning outcomes) for cognitive domain Analysis: Analyze Appraise Calculate Categorize Compare Contrast Criticize Discriminate Examine etc Synthesis: Arrange Assemble Collect Compose Construct Create Design Formulate Manage etc Evaluation: Appraise argue assess attack choose compare estimate evaluate Judge Etc.

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