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Education InstituteEducation Supervision OfficeSocial Sciences Department
2015-2016(Deriving Behavioral Objectives from
the Social Studies Standards)(History of Qatar)
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First:Writing Behavioral
ObjectivesSecond :
Deriving Objectives from Curriculum
Standards
Third: Practical Exercise
Topics
Deriving Behavioral Objectives from the
Social Studies Standards)
(History of Qatar)
Group Cooperation
Punctuality
No Side Talks
Mobile Silent
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Ground Rules
• Defining Learning Objectives and Behavioral Objectives
• Importance of Behavioral Objectives
• Types of Behavioral Objectives• Areas of Behavioral Objectives• Wrong Practices in writing
Behavioral Objectives• How to Identify Behavioral
Objectives• Deriving Objectives properly
from Curriculum Standards
Objective
s
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Let us Introduce Ourselves
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Introduction
Working in the educational field requires complete clarity in terms of objectives, which are considered the main guide for educational work. Hence, the importance of objectives in the educational process.
Educators should have accurate knowledge about the meaning of an objective, and they must be able to identify its educational concept.
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Learning Objectives
Educational Objectives
Behavioral objectives
LEARNING OBJECTIVES Activity 1Refer to the figure on the right, and clarify what is the difference between educational objectives and behavioral objectives
Learning Objectives
Behavioral Objectives - Formulated in an accurate and
specific manner.- Connected to
teaching objectives (outcomes) and
they are a description of the behavior that led
to learning outcomes.
- More accurate and specific from the
general and specific objectives
Educational Objectives
ObjectivesSpecific to a subject or training
unit. They are short
term, precise and
concrete and they
clarify what the learner
should learn from a specific
lesson or activity. The
are formulated in a more specific
manner than the goals
GoalsBroad
statements that
provide general
intentions about
what can be
achieved through
full educational process
or educational program
for e.g. the goals
of the curriculum of primary
or preparator
y or secondary
level
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Help in identifying the appropriate teaching strategies
Help in determining the classroom activities
Help in selecting and identifying appropriate types and tools of assessment
؟
Importance of
Behavioral Objectives
Help in achieving the depth of knowledge properly
There are several different forms to write a behavioral objective as follows:-Simplified form
-Complex form
-Medium form
Forms of Behavioral Objectives
Simplified Form
• (1) Student behavior• (2) who did the action • (3) Academic content
the results
of World War 2
mention A student will be able to
3 1 2
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Do you think that we can used the simplified form to write all objectives?
- Lacks accuracy and specification, hence it cannot be used in evaluating the achieving of the goals.
For e.g. If one of our objective was “the student should be able to draw a political map for the Arab world”, and we wanted to know the extent to which this goal was achieved, we will find that there is a difference in terms of the criterion or the standard that we will use to judge if the goal was achieved or not. Some might consider that the student met the objective if he / she draw a political map for the Arab world and identified the borders and capitals, others will argue that the student must locate the important Arab cities in each Arab country.
Simplified FormDisadvantages of Simplified Form
Complex Form
accuratel
y
On a
blank map of Qatar
marine oil fields
Will be
able to
locate
The stude
nt
5 4 3 1 2
• (1) Student behavior• (2) who did the action • (3) Academic content• (4) Condition of performance• (5) Performance criterion
In your opinion, which form is better for writing a behavioral objective properly: simple or complex form?
Medium Form
on a blank
map of Qatar
marine oil fields
Will be
able to
locate
The stude
nt
4 3 1 2• (1) Student behavior• (2) who did the action • (3) Academic content• (4) Condition of performance
We write behavioral Objective as follows:Who will do the action + will be + behavior + content +
condition of performance + performance criterionThe instructional behavior objective is made of 6 elements as
follows:a) Who will do the action: is the student who will do the actionb) Will be: stress on observing the behavior or performancec) Behavior: the action the student is able to do. It must
describe the student’s behavior, be observable in the classroom and it must be easily measured.
d) Content: is the content of the lesson that is required from the student to achieve
e) Conditions of Performance: Under what circumstances or context will the behavior be performed, like giving some information that will lead the leaner toward achieving the goal
f) Performance criteria: How well is the behavior to be done compared to which standard (accurately, fluency, with a margin of error…etc…)
Writing Behavioral Objectives
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ABCD Method for writing objectives
A
When we write an objective we focus on what student should do and not on the role of the teacher.
Audience
B Behavior
SmartSpecific:
Measurable: Attainable: Relevant:
Time – Bound
The behavior expected from students. What is expected from students to do
should be SMART
Condition How and under what circumstances will learning occur?What will students be offered to learn?
ABCD
D
DegreeDetermine the degree or criterion for satisfactory achievement of the objective linked to a specific time .e.g. 100% or 80%
1 October 201223
1 October 201224
behavioral objectives domains Cogniti
ve objectivesAffectiv
e objectives
Psychomotor objectives
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• Write objectives that reflect each domain of the behavioral objectives
• Classify the objectives listed in the worksheet
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• Bloom’s Taxonomy
• Webb’s Depth of Knowledge - DOK
Domains of behavioral objectives
Educators attached a great importance to behavioral objectives and their classifications, as Bloom’s Taxonomy is one of the most common classification.
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Bloom taxonomy to the Cognitive Domain
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• In the 1990s, one of Bloom’s students, Lorin Anderson, revised the original taxonomy.
• In the amended version of Bloom’s Taxonomy, the six basic levels of the major cognitive process categories were changed to indicate action because thinking implies active engagements as thinking is a active process, so using verbs or actions would be more accurate and descriptive.
• The first level of the taxonomy “acknowledge” has been changed since knowledge is the result of thinking process. So, it was replaced with “remembering” instead.
• The word comprehension has been replaced with understanding , whereas synthesis has been replaced as well with “evaluating”.
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Bloom’s Taxonomy
levels Example of verbs Recalla student is able to remember and repeat previous learnt information
Mentions - defines
Understands:A students Understand the meaning of information and what he learnt through explaining and translating what they leant
Gives example- concludes – classifies- compares – explains – clarifies- distinguish s
Apply A student use the information in different contexts
Applies - extracts- points location on maps
AnalyzeA student examine and divide the content into parts to understand
Analyzes- compares- classifies
AssessA student evaluates and takes actions depending on self reflection criticism and assessment
Gives evidence – proves
Create Innovate new ideas information getting benefit of what he had learnt.
Designs- builds plans- produces- manufactures- collects
Cognitive Domain
EXAMPLES OF INAPPROPRIATE PRACTICES- VERBS THAT
SHOULD BE AVOIDED verb Reason
Knows What to know and to what level
UnderstandInternal operation can not be observed
or measured.
RememberInternal operation can not be observed
or measured
EnjoyInternal operation can not be observed
or measured
Thinks Internal operation can not be observed
or measured
Believes Internal operation can not be observed
or measured
Wrong practices in formulating
learning objectives
More than one learning
outcome in the objective Writing
objectives in a form of activity
implemented by the teacher
Writing objectives in
form of academic contentWriting
objectives in a form of
general aims or purposes
Writing objectives in a form of vague
learning outcome
Writing objectives that
focus on learning
Activity 3
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Classify the following objectives into inaccurate or accurate, and why?
Conditions and criteria of writing objectives
– The objective should be derived from a standard of a lesson or a unit.– The process for creating an objective should specify students
behaviour .– An objective should concentrate on new experiences to be
acquired not the old ones.– An objective should be more specific & be clearly stated.
( addresses one topic)– An objective should be observable & measurable– An objective should be realistic and achievable in a period of
time .– An objective should be aligned with other teaching elements
(content-strategies –educational aids-assessment)
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• Deriving appropriate objectives from curriculum standards
• According to you previous experience, what is your understanding of the curriculum standards?
curriculum standards are academic goals and expectations that a
student is expected to know and skills to acquire in an academic
stage .
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activity ( 4)
Instructions:Use learning primary resource .
Each group has to choose a lesson including ( History and Citizenship) branches and
answer the questions in the worksheet
Time 15 min
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LESSON
--------
--------
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LESSON -----------------------
LESSON ----------------------
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LESSON ---------------------------------
EXAMPLES OF DIFFERENT TEACHING UNITS
LESSON
Formative assessment – use questions that reflect knowledge depth of the standards
activities Derived objective standard
Formative assessment – use questionsthat reflect knowledge depth of the standards
activities Derived objective standard
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Use the learning primary resource
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Discussion
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