Writing Instructional
Objectives
Guidelines for Effective Lesson
Planning
Writing Instructional Objectives
Conclusion



Instructional objectives
guide the remaining steps
in planning a lesson.
No lesson can be
effective without effective
instructional objectives –
A lesson without effective
objectives is like a trip
without a destination

Instructional objectives are specific, measurable,
short-term, observable student behaviors.
 The purpose of objectives is not to restrict
spontaneity or constrain the vision of education
in the discipline;
 but to ensure that learning is focused clearly
enough that both students and teacher know
what is going on, and so learning can be
objectively measured.
Instructional Goals

Before beginning to
write your
instructional
objective(s), you must
know what the
finished product will
look like
 (what knowledge,
skills and abilities will
the students have at
the end of the lesson)
Instructional Goals


A team of teachers is
required to reach the end
goal.
We must communicate
with each other so
learning transitions and
transfers from year to
year and is not just
repeated
Instructional Goals

Begin by identifying
the part of the goal to
be achieved in the
lesson you are
teaching.
Standards

The state standards
are a good place to
start.
Task Analysis

Consider this
educational goal.

Students will be able
to write a complete
sentence.
Task Analysis
 What
must a student be able to do to
complete this task?
Writing Instructional Objectives
 Think
about what a
student who achieved
the objective would
look like.

http://www.uwstout.edu/soe/profdev/images/sentences.gif
Writing Instructional Objectives

Now think about what
the weakest students
in your class can do.
Writing Instructional Objectives

Now you should have
an idea of the
learning tasks to
establish for your
students.
Guidelines for Instructional
Objectives

Example:
 Understands the requirements for a complete
sentence




States the rule for writing a complete sentence
Identifies examples of complete and incomplete
sentences
Identifies statements that express a complete thought
Writes complete sentences
Writing Instructional Objectives
 As
you write instructional objectives, you
should remember the following :
Guidelines for Instructional
Objectives

Instructional
objectives guide the
use of instructional
activities
Guidelines for Instructional
Objectives

Instructional
objectives guide the
selection of
instructional
resources –
 Not Vice Versa
Guidelines for Instructional
Objectives

Instructional
objectives focus on
learning outcomes
for students,
 NOT actions by the
teacher
Guidelines for Instructional
Objectives

Instructional
 “Students will
objectives are stated
understand the law of
in terms of observable
supply and demand.”
student outcomes.
is not a statement of
an observable
outcome.”
Guidelines for Instructional
Objectives
 Instructional
objectives determine
assessment and evaluation.
Choosing Appropriate Instructional
Objectives

Which of these two
statements is more
appropriate as an
instructional
objective?

Students will be
shown the steps for
solving a word
problem.

Students will be able
to identify the steps in
solving a word
problem.
Choosing Appropriate Instructional
Objectives
 The
first statement identifies what the
teacher will do, not what the learning
outcomes for students will be.
 Therefore, the second statement is the
more appropriate statement of an
instructional objective.
Choosing Appropriate Instructional
Objectives
 Your
unit examination requires students to
pick out groups of words that express a
complete thought.

Which of the following is an appropriate
instructional objective for the unit?
Choosing Appropriate Instructional
Objectives

A) Students will be
able to write a
complete sentence.

B) Students will be
able to identify
statements that
express a complete
thought.
Choosing Appropriate Instructional
Objectives
B
is the appropriate instructional objective
for the examination item identified.
Statement A requires a different level of
development and a different form of
evaluation.
Instructional Objectives Summary
 Start
the process of determining
instructional objectives by reviewing the
subject area standards for the grade level
you are teaching.
 Identify
the standard your lesson is
focused upon.
Writing Instructional Objectives
Summary
 If
the standard involves learning a complex
concept, generalization, or skill, complete
a task analysis.
 Identify
the steps in the task the lesson will
address.
Writing Instructional Objectives
Summary

The statement of an
objective should
reflect an appropriate
level in the cognitive,
affective, or
psychomotor domain.
 The statement
identifies learning
outcomes for students
and not actions by the
teacher
Writing Instructional Objectives
Summary
 The
statement guides the selection of
instructional resources and activities.
 The statement determines the assessment
or evaluation that will be used.
Writing Instructional Objectives
Conclusion



Instructional objectives
guide the remaining steps
in planning a lesson.
No lesson can be
effective without effective
instructional objectives –
A lesson without effective
objectives is like a trip
without a destination
ABCD’s of Objectives

Audience: Who is it aimed at?
 Behavior: What do you expect them to be
able to do? This should be an overt
observable behavior. If you can’t see it, hear
it, taste it, touch it or smell it, you can’t be
sure your audience really learned it.
 Condition: How and under what
circumstances will the learning occur? What
will the student be given or already be
expected to know to accomplish the
learning?
 Degree: How much? Must a specific criteria
be met? (Total mastery at 100% or respond
correctly 80% of the time?)
Examples

SWBA to compute two column addition
requiring regrouping when given a worksheet
with 25 problems with 95% ACCURACY
 SWBA to explain in writing the function of
identified organs when given a labeled
diagram of the human digestive system with
80% ACCURACY
 SWBA to create a story map describing the
sequence of events that meets at least a
Level 4 on a scoring rubric after reading
James and the Giant Peach

http://www.personal.psu.edu/bxb11/Objectives/Objquiz.htm

http://www.personal.psu.edu/bxb11/Objectives/index.htm