Instructional Goals
and Objectives
Chapter 10
Terra Trull
Forest Jones
Gretchen Henning
Steve Sizemore
Donna Lee
Diana Rayburn
Chapter Objectives
Identify three major domains of learning
Understand the relationship between
curriculum goals/objectives and
instructional goals/objectives
Distinguish between curriculum goals and
curriculum objectives
Distinguish between instructional goals
and instructional objectives
Plan for Instruction
Landmarks of
Instruction
Lesson Plans
Teaching Strategies
Tests
Before we plan, present, or
evaluate Instruction, we must:
 Survey the needs of the students in general
 Survey needs of society
 Clarify our philosophies of education and state
general aims
 Identify curriculum goals and objectives
 Determine needs of students in the school, needs
of the community, and needs as shown by the
subject matter
 Reaffirm plans for organizing the curriculum or
selected and implemented plans for reorganizing
the curriculum
Instructional Model
1.
Planning
Phase
Identify Instructional Goals
Specify Instructional Objectives
Select Strategies
Initial Selection of Evaluation Techniques
2.
Operation Phase
Implement Strategies
Final Selection of Evaluation Techniques
Evaluate Instruction
Planning Approaches
Teacher A: No conceived notion of what/where he/she will be going
Instantaneous Approach
Teacher B: Divide chapters by weeks in school year
Lists of topics by weeks
Jot Questions for discussion
Design individual/group assignments for specific target point
Assign-study-recite-test Approach
Teacher C: Selects topics
Uses multitude of resources
Plans units of study
Unit Method -- Problem Solving Approaches
All 3 teachers may/may not relate to curriculum goals or objectives
Best Model
Instructional goals and objectives are
the foundation for the instruction!
Chapter 8 Review
(Hierarchy of Educational Aim)
INSTRUCTIONAL GOALS
(Defined by teacher and/or curriculum objective plan)
CURRICULUM GOALS AND OBJECTIVES
(Defined by school and/or school division)
Instructional Hierarchy of
Outcomes
Curriculum Goal: Broad statement of performance
Curriculum Objective: Measurable outcome
Instructional Goal: Specific statement of performance for
all to achieve
Instructional Objective: Statement of performance in
measurable outcomes
Setting Objectives
 Objective foundation is a broad scope of
knowledge to teach.
 Choose specific elements of content
 Recognize patterns that are foundations of
specific content
 Choose terms to identify
Use of Behavior Objectives
Pros
 Forces the teachers to be precise
about what is to be accomplished
 Enables the teacher to
communicate to pupils, parents
what is the expected achievement
 Simplifies evaluation – basis for
assessment
 Makes accountability
 Makes sequencing easier
 Curriculum realm- support goals
selected
 Instruction realm- determine how
to accomplish curriculum goals
 Evaluation realm- determine what
instructional sequence has been
met
Cons
 Dogmatic Approach
Too narrow
Too sequential
Too focused
Tedious program format
 Is dehumanizing
Stifles higher level thinking for
mastery of task/skill
 Restricts creativity
Hinders relationship between
ideas
Squelches student initiative
 Leads to trivial competencies
Not allow student to construct his
understanding of process and
synthesis of ideas
 Focuses on observable behavior and
ignores subjective behavior
How do curriculum goals, curriculum
objectives, instructional goals and
instructional objectives relate?
i
n
Relationship of Curriculum to
Instruction
Broad to the specific:
•
The student will demonstrate the ability to read.
•
The student will demonstrate the ability to read new
material orally without difficulty.
•
The student will demonstrate the ability to read silently a
fifth grade passage and orally summarize without error.
•
The student will demonstrate the ability to read silently a
fifth grade passage and write correct responses to eight
out of ten question.
Domains of Learning
Cognitive-Development of intellect (Bloom,)
Affective-Emphasizes feeling, emotion, degree of
acceptance for rejection (Rath, Wohl, Bloom, Masra)
Psychomotor-Perceptual motor skills emphasis on
neuromuscular skills and degrees of physical dexterity
(Armstrong, Cornell, Kraner, Robertson)
Instructional goals and objectives employ all three
domains for learning to exist
Most Important Domain
Consensus that cognitive domain is the most
important !
Supported by….
Public education
Accountability movement (NCLB, AYP)
Flight to private schools
Development of national standards for
fundamental disciplines
Hierarchy of Cognitive
Taxonomy
Bloom’s Taxonomy
•
Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Instructional goals and objectives structured from low level to high level of
learning in all three domains (examples on page 34)
Affective Taxonomy
Krathwohl/ Bloom
Receiving-listening
Responding-respond to information
Valuing-expression of feelings toward information
Organization-filling into knowledge bank
Value Characterization-assign value to information
Deals with values, beliefs, convictions, doubts, interests
Educational system places little value on this taxonomy
Character Counts is Affective Taxonomy
Psychomotor Taxonomy
 Perception-student identify by action
 Set-student will demonstrate action
 Guided response-student imitate movement
 Mechanism-student will demonstrate physical
action with simple sequential steps
 Complex overt response-several steps with
complex sequential steps
 Adaption-adapting or modifying response
action
 Organization-create original action
Instructional Goals and Objectives
Specific & Measurable- state behavior, conditions,
degree of mastery
Criterion Specific-behavior occurrence, accuracy, errors, time &
speed, provide standard, behavior consequence
Ranked & Validated
Dependent Upon Curriculum Goals &
Objectives
Learning in Three Domains
Interdependency
Instructional goals
and
instructional objectives
are dependent
upon
curriculum goals
and
curriculum objectives.
Chapter Summary
Curriculum goal-curriculum objectives- instructional goals-instructional objectives
Learning outcomes happen in three domains:
• Affective - emotions, beliefs, values, attitudes
• Cognitive - intellect
• Psychomotor - perceptual-motor skills
Taxonomies of each domain classify objectives in
hierarchical fashion
Taxonomies should:
• Reveal what the learning encompasses
• Guide instruction to emphasize higher learning levels
Goals are nonbehavioral terms with no criteria of mastery
Objectives are measurable and observable & consist of:
•Conditions the behavior is to be demonstrated within
• Specify behavior to be demonstrated
•Criterion to show mastery of behavior
Questions ? ? ? ? ? ?