Transcript Instructional Objectives - State University of Zanzibar

Instructional Objectives
COURSE CODE & TITLE
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COURSE INSTRUCTOR
SAID A.S.YUNUS
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OBJECTIVES
At the end of this lecture, students should
be able to:
1. Define instructional objective
2. Identify two types of instructional
objectives
3. Describe rules for stating specific
objectives
4. Write clear instructional objectives
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Definition of Instructional Objectives
Instructional objectives: Statements of what
teachers intend for students to
- know (cognitive)
- think (affective)
- do (psychomotor)
when they have completed a course, a unit, or
a lesson.
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DEFINITION OF
INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements,
which communicate in behavioural terms
the expected performance of the students
at the end of instruction.
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Advantages of Clearly Written
Instructional Objectives
Provide a basis for the selection or designing
of instructional materials, content, or
methods.
 Provide a basis for determining when learning
has occurred.
 Provide students with direction in organizing
their own learning.
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GENERAL OBJECTIVES AND
SPECIFIC OBJECTIVES
There are two types of objectives:
(i) General Objectives (G.O.)
(ii) Specific Objectives (S.O.)
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GENERAL OBJECTIVES
These are very general statements
which describe in implicit terms the
overall aims of the total educational
process.
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Examples:
On completion of the study the student
will be able:
1.
To understand
language
the
2.
To appreciate the difference between
language and a language
3.
To comprehend the
language in the society
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functions
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of
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SPECIFIC OBJECTIVES
Specific Objectives
Specific objectives are expressed in
behavioural terms and identify the end
product of instruction in terms of
observable performance of students.
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Examples:
On completion of the study the student will
be able:
(i) To define the meaning of language from
different scholars
(ii) To list any five differences between
language and a language
(iii) To explain in brief the functions of
language in the society
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 1: Instructional Objectives should be
stated in terms of
performance and not
performance
learner’s
teacher’s
The Objective should specify what
the learner will be able to do at the
end of the lesson and not what the
teacher had intended to do.
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Rule 1:
Non-example:
 To guide students on counting
 ach Example:
 The student will be able to count from
one to ten.
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 2:
The mere description of subject
matter should be avoided
An objective should specify both
the kind of behaviour expected and
the subject or context to which
that behaviour applies.
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Rule 2:
Non-example:
 Substitution method

Example:
 The student will be able to solve
simultaneous equation by applying
Substitution method
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 3:
Use Action Verbs
.
Use verbs that refer to any
observable activity displayed by a
learner
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Rule 3:
Non-example:
 The student will be able to know
the meaning of language

Example:
 The student will be able to state the
functions of the language
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 4:
State in terms of learning
outcome instead of the learning
process
Describe in detail the final
outcome of learning (end
product) and not the process of
learning itself.
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Rule 4:
Non-example:
 The student gains knowledge of
Computer
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Example:
 The student will be able to identify
computer’s devices
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 5: Specify the standards of minimum
acceptable performance
The standards of minimum acceptable
performance must be specified in
terms of (a) the number of points /
examples / differences etc. in case of
theory subjects (b) the accuracy of
results and speed of performance in
the case of practical / laboratory work.
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Rule 5:
Non Examples:
The student will be able to distinguish between oral
and written literature
2. The student will be able to determine different
places
1.
Examples:
The student will be able:
1. To list any five differences between oral and written
literature
2. To determine different places using a map of
Zanzibar within 15 minutes
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GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 6:
An objective should not consist of
more than one learning outcome
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Rule 6:

Non-example:
The student will be able to explain the
need for planning and list the types of
planning.
Example:
The student will be able:
1.
To explain why planning is needed
2.
To list the two types of planning
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N.B
Instructional objectives always should be
SMART.
S = Specific
M = Measurable
A = Achievable
R = Relevant
T = Time bond
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WELL-STATED OBJECTIVES
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COMPONENTS OF WELLSTATED OBJECTIVES
According to Moore (1998), Mager (1984)
and Kibler, Barker, and Miles (1970) have
developed very influential system for stating
objectives.
 According to them, a well-stated objectives
should include four components: the
performance, a product, the conditions, and
the criterion.
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The Performance
a well-stated objective must be written in
terms of what students are expected to do,
not what the teacher is to do.
 Since student learning is purpose of
instruction, well-stated objectives should
always be written in terms of observable
student performance.
 Special care must be taken to select the
proper verb when writing objectives.
 Subjective terms, such as learn, realize and
understand, should not be used as
performance verbs in writing objectives.
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Examples
To list …..
 To draw …….
 To identify ……..
 To calculate ……….
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The product
The product is what students will produce
by their action.
 It is that product which will be evaluated
to determine whether the objective has
been mastered.
 The product can be written sentence, a
listed names, a demonstrated skill, or a
constructed object.
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Examples
the student will be able to write the
numerals to ten.
 The student will be able to identify
(underline) the nouns in a sentence.
 The student will be able to list the main
ideas in a short history.
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The Condition

This component of a well-stated objective
includes the information, tools or equipment,
and materials that will or will not be available
to students; any special limitations or
restrictions as to time and space; and any
other requirements that may be applicable.
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Examples
Given a list of 20 authors ………
 After reading chapter two ………
 Using the class text book ……..
 At the end of the lesson……..
 …… during a 10 minutes interval…..
 ……. From a list of equations……
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The Criterion
This is the last component of a well stated
objective.
 Here you state the level of behaviour you
will accept as satisfactory or the minimal
level showing mastery.
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Examples
As the minimum number acceptable
……at least three reasons……
 As the percentage or proportion acceptable
…… With 80 per cent accuracy……
 As an acceptable tolerance
…….Correct to the nearest per
cent…….
 As acceptable limits of time
……..Within 10 minutes………..
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SUMMARY
PART
QUESTION TO
ASK
EXAMPLE
Student performance
Do what
write
Product of performance What is the result?
Three sentences
Conditions of
performance
Under what conditions? Given three nouns and
three verbs
Performance criterion
How well?
With no more than one
error.
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Activity
For each objective given below, circle the
performance, bracket the product, underline
the conditions once, and underline the
criterion twice.
1. Given a set of pictures, the student will be
able to place the picture in proper
sequence with no more than one error.
2. Given the necessary materials and
dimensions, the student will construct a
polygon with all dimensions being within 5
per cent.
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Activity
3. The student will be able to identify (select
letter) on a multiple –choice test the subplots
of the poems read in class with 100 percent
accuracy.
4. After completing a series of Spanish language
tapes, the student will orally recite a given
Spanish dialogue with no errors in
pronunciation.
5. The student will be able to write a 300-word
essay on a given social studies topic with no
sentence fragments and no more than two
errors in grammar.
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Thank You
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