INST. OBJ.

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Marikina PolytechnicCollege

Continuing Professional Education

Writing and Classifying

Instructional ObjectivesPrepared by: Khrycys G. Olairez

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Students will be able to knowthe

correct forat of the essay.

Students will be able to writethe


Which one is right?

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Writing Instructional Objectives

!obert ". Mager

Psychologist

#uthor and e$pert

on training and huan

perforance ipro%eent

issues

&n '()*+ published a book

On preparing instructional

ob,ecti%es

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Writing Instructional

Objectives# well - written instructionalob,ecti%e should contain the

following essential eleents:Perforance

Condition

Criteria

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Performance

hat the learner is e$pected to do

Should be obser%able

/eachers are able to chooseinstructional ob,ecti%es by the useof

0loo1s /a$onoy.

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Ex.

Students will be able to knowthe


Students will be able to

writethe


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Condition

2ow to do the perforance

you want the to learn.

Materials+ Place+ etc.

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Criteria

2ow well did the students perfor#cceptable le%el of perforance

should not always be perfect

3$aples of criteria

/ie liit

4egree of #ccuracy

Stated proportion

Set Criterion

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Ex.

Given a checklist, at least90%

of The Grade 4-aostudents !ill

di"erentiate fruits fro#

vegetables$

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Ex.

sing the atlas, the students !ill

identif& a #ini#u# of '0

countries !ithin the continent of

(uro)e !ithout looking at their

notes$

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Ex.

sing the atlas, the students !ill

identif& a #ini#u# of '0

countries !ithin the continent of

(uro)e !ithout looking at their

notes$

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The !C" #ormat

# - udience0 - eha%iour 5Perforance6

C - ondition

4 - egree 5Criteria7Criterion6

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Ex.

ithin 8%e seconds+ the

0achelor of Music students

will play the 9C note on thepiano.

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Classification of $earning

Objectives/he three doains of learning:

Cogniti%e

#;ecti%e

Psychootor < !.2. 4a%e

Benjamin Bloom et. al

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Cognitive "omain

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Revised by Anderson

and Krathwohl (2001)

Blooms Taxonomy

(1!")

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ffective "omain

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Marikina PolytechnicCollegeContinuing Professional Education

Re#eivin$

% &illin$ to 'ay attention

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Res'ondin$

% &illin$ to 'arti#i'ate

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alin$

% &illin$ to be involved

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*r$ani+in$

% &illin$ to #han$e ones behavior,

li-estyle or way o- li-e.

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nternali+in$ ale

% /xhibits the #han$es o- the behavior

or way o- li-e.

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Psychomotor "omain

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%ui&

Gi%e one doain of learningob,ecti%es according to 0loo1s

/a$onoy

rite an instructional ob,ecti%e usingthe #0C4 "orat 5= points6

INST. OBJ.

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