INSTRUCTIONAL OBEJECTIVES PURPOSE OF IO IO DOMAINS HOW TO WRITE SMART OBJECTIVE 1.
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Transcript of INSTRUCTIONAL OBEJECTIVES PURPOSE OF IO IO DOMAINS HOW TO WRITE SMART OBJECTIVE 1.
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INSTRUCTIONAL OBEJECTIVES
PURPOSE OF IOIO DOMAINS
HOW TO WRITE SMART OBJECTIVE
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Look like a spiral?
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OBJECTIVES OF THIS CHAPTER
After this session you will be able to:1. Explain the function of instructional objective2. Write set of instructional objectives based on
the guidelines on writing good objective
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Activity
Read “getting started, Chapter 5”
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Now, answer this question;“Why do instructional designers need instructional objectives?”
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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.
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Function of Objectives
• It provide a framework for devising ways to evaluate student learning.
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Function of Objectives
• It guide the learner.
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OBJECTIVE DOMAINS
• COGNITIVE• PSYCHOMOTOR• AFFECTIVE
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LEVEL OF COGNITIVE DOMAINHighest 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.
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LEVEL OF PSYCHOMOTOR DOMAINHighest 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.
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LEVEL OF AFFECTIVE DOMAINHighest 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.
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Interrelation of Domains
• Single objective can involve learning all three domains
• Attitudinal development may precede successful learning of other domains
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Writing Instructional Objectives
Basis for objectives:
Task analysis
Goal analysis
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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.
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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 1Establish instructional
purpose
Step 2
Classify learning tasks
Step 3Analyze learning tasks
Results of task analysis
Performance objectives
STEP FOR CONVERTING RESULTS OF TASK OR CONTENT ANALYSIS INTO PERFORMANCE OBJECTIVES
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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.
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Classifying the ObjectivesKNOWLEDGE
SKILLS
ATTITUDES
Explaining a procedure…
Typing letters…
Serving customers courteously…
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Verbs associated with objectives (learning outcomes) for cognitive domain
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
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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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