Writing Instructional Objectives
Prof.(Dr) PK Tulsi
Head, Deptt. Of Education &
Educational Management, NITTTR,
Chandigarh
(Mager, p. 11)
INSTRUCTIONAL OBJECTIVES
• Descriptive statements regarding what a student will
be able to do at the end of a unit of instruction.
• Examples
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Define efficiency
Define programming
Compare diesel engine with petrol engine
Differentiate between deep and shallow foundation
Differentiate between stack and array
Identify the mistake in the programme written in C++
Design a staircase for three storey residential building
Design an engine for SUV of given specification
Characteristics of a good instructional
objective
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Stated in terms of student’s behaviour
Specific- Action verb
Observable
Measurable
Realistic
Time framed
Domains of Objectives
• Cognitive
• Psychomotor
• Affective
Domains of Instructional Objectives
• Cognitive Domain-acquisition of information
(Knowledge)
• Psychomotor-development of skills (Skills)
• Affective- development of attitudes, values
etc.(Attitudes)
Bloom’s Revised Taxonomy
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Taxonomy of Cognitive Objectives
1950s- developed by Benjamin Bloom
Means of expressing qualitatively different kinds of thinking
Adapted for classroom use as a planning tool
Continues to be one of the most universally applied models
Provides a way to organize thinking skills into six levels, from
the most basic to the higher order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
• As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
Original Terms
New Terms
• Evaluation
•Creating
• Synthesis
•Evaluating
• Analysis
•Analysing
• Application
•Applying
• Comprehension
•Understanding
• Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Remembering
The learner is able to recall, restate and
remember learned information.
Rote memorization
Verbs: List, Name, Enlist, State,
Define, Locate, Identify, Repeat
Reproduce
Understanding
The learner grasps the meaning of information by
interpreting and translating what has been learned.
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Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
Can you explain ideas or concepts?
Verbs: Explain, Give examples,
Interpret, Derive, Compare,
Classify, Differentiate, Distinguish
Applying
The learner makes use of information in a context different
from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing
Can you use the information in another
familiar situation?
Verbs: Apply, Compute, Calculate, Implement,Translate
Manipulate, Illustrate
Analysing
The learner breaks learned information into its parts
to best understand that information.
Can you break information into parts
to explore understandings and
relationships?
Verbs: Analyze, Locate , Find out, Explain,
Examine, Investigate, Criticize
Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
Can you justify a decision or
course of action?
Verbs: Judge, Evaluate, Appraise,
Determine, Measure, Prioritize,
Justify, Argue, Defend, Conclude
Creating
The learner creates new ideas and information
using what has been previously learned.
Can you generate new products, ideas, or ways of
viewing things?
Verb: Design, Construct, Plan,
Write, Compose, Assemble,
Organize, Invent, Compile,
Devise, Prepare, Develop
Originate, Generate
PSYCHOMOTOR DOMAIN
NATURALIZATION
ARTICULATION
PRECISION
MANIPULATION
IMITATION
AFFECTIVE DOMAIN
GRONLUND’S APPROACH
GENERAL OBJECTIVES
SPECIFIC OBJECTIVES
MAGER’S APPROACH
PERFORMANCE
CONDITIONS
STANDARDS OF PERFORMANCE/CRITERIA
INSTRUCTIONAL OBJECTIVES:
INTRODUCTION TO SYSTEM
General Objectives
• Understand the concept and types of system
Specific Objectives
• Explain system
• Differentiate between open and closed system
• Differentiate between static and dynamic system
• Give examples of open and closed system
• Give examples of static and dynamic system
DC Machines
• Understand the construction and applications of DC
machines
Specific
• Label the parts of a DC machine
• Explain the function of various parts of DC machine
• Write winding scheme for the armature winding
• Explain the characteristics of different types of DC
machine
• Explain methods for speed control of DC machine
• Explain the effect of armature reaction in a
DC machine
• Define commutation
• Describe methods for determining efficiency
of a DC without actual loading of the
machine
• List the maintenance task of a DC machine
Multi stage Amplifiers
• Understand the concept and uses of Multi stage
Amplifier
– Explain multi stage amplifier
– Enlist various types of multi stage amplifier (RC coupled,
transformer coupled; direct coupled)
– Differentiate among various types of multi stage
amplifier
– Explain gain of multi stage amplifier
– State the uses of multi stage amplifier
Data Communication and Computer
Network
• Understand Data Communications System
and its components
• understand basic computer network
technology
Specific
• Enlist the basic elements of data communication
• Differentiate among three data transmission modes
(Simplex, half Duplex, Full duplex)
• Explain three different types of data transmission speeds
• State advantages and disadvantages of
various types of transmission media
• Distinguish between synchronous and
asynchronous transmission
• Compare the relative advantages and
disadvantages of digital and analog
transmission------------
Examples of instructional objectives in
psychomotor domain
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Verify Bernoulli's equation
Verify of Ohm’s Law
Determine friction loss in flow through pipe
Calibrate of orifice meter and calculation of Cd, Cv,
Ce
5. Calibrate of Venturi meter
6. Determine of discharge coefficient of V-notch
7. Operate lathe machine
8. Drill a hole in the wall
9. Make a lap joint
• Determine the shape of the electric field around
charge configurations on a piece of conductive paper
Explore
Computer Setup
1. Plug the PASPORT USB Link Interface into the
computer’s USB port.
2. Plug the Voltage/Current Sensor into the USB interface.
This will
automatically launch the PASPortal window.
3. Choose the appropriate DataStudio configuration file
entitled
Equipment Setup
1. Use a conductive ink pen to draw two "point charges" on a
piece of conductive paper. See
Note: Place the conductive paper, printed side up, on a
smooth hard surface whenever you use the conductive ink
pen.
2. Let the ink dry on the paper and then attach the paper to a
corkboard using the metalpushpins.
3. Make sure the power supply is "off". Use a pushpin and
wire to connect one point charge to the negative terminal of a
DC power supply. Connect the other point charge to the
positive terminal.
4. Use a pencil to label the two point charges as "-"
(negative) and "+" (positive).
5. Tape together the ends of the voltage leads of the
Voltage/Current Sensor so that the two tips are a fixed
distance apart.
6. Use the pencil to draw several arrows pointing away from the "-"
(negative) charge as shown.
(Make the arrows as long as the distance between the tips of the
voltage leads.)
1. Turn on the power supply and adjust the voltage to 10 volts.
2. Hold the voltage leads at an angle so the tip of the black voltage
lead touches the conductive paper at the point of an arrow
and the tip of the red voltage lead does not quite touch the paper
Note: Touch the tip of the voltage leads only on the solid black
areas of the paper conductive. Do not touch the grid marks or
lines on the paper.
3. In DataStudio on the Experiment menu, click Monitor
Data.
4. Tilt the voltage leads upright so both tips touch the conductive
paper. Check the voltage in the Digitsdisplay in DataStudi
Examples of Instructional objectives
in Affective Domain
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Obey rules
Observe safety precautions
Attend classes regularly
Maintain punctuality
Cooperates with others
Exhibit honesty
Respect others
Benefits of writing instructional
objectives
• Monitor progress
• Help in organizing study material/taking
notes
• Alert students to what is expected of them
Expectations are very clearly defined
• Serve as a basis for the selection of
instructional methods, media and materials
• Determine the appropriate ways to evaluate
the learning
Generalized Treatment of Electrical
Machines
• Explain the need for electromechanical
energy conversion
• Differentiate between motor and generator
• Explain basic principles of generating and
motoring action
• Define/ Explain torque
• Explain the significance of torque angle
• State the working principle of electrical
rotating machines
DC Machines
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Label the parts of a DC machine
Explain the function of various parts of DC machine
Write winding scheme for the armature winding
Explain the characteristics of different types of DC machine
Explain methods for speed control of DC machine
Explain the effect of armature reaction in a DC machine
Define commutation
Describe methods for determining efficiency of a DC
without actual loading of the machine
• List the maintenance task of a DC machine
Data Communication and Computer
Network
• Enlist the basic elements of data communication
• Differentiate among three data transmission modes
(Simplex, Half Duplex, Full duplex)
• Explain three different types of data transmission speeds
• State advantages and disadvantages of various types of
transmission media
• Distinguish between synchronous and asynchronous
transmission
• Compare the relative advantages and disadvantages of
digital and analog transmission------------
Planning the Computer Programme
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Explain the purposes of a computer programme
Define an algorithm
State the characteristics of instructions in algorithm
Explain flowcharts with suitable examples
Label symbols for flowcharts
State the rules for creating flowcharts
State/enlist advantages and disadvantages of
flowcharts
• Describe the steps to be followed in constructing
decision tables
• Explain the basic logic structure of a pseudo code