[Link] of Writing Instructional Objectives (1.3+1.

4)
There are Two Main Ways to Write Objectives

Method Key Idea Who Favours It

Only observable behavior Use words that describe seeing the student do Robert Mager
something
General + behavior examples Start with a general idea, then give specific Gronlund
examples of what the student does
Mager’s Method (3 parts)
1. Terminal behaviour – What the student will do at the end (use action verbs like: write, solve, identify,)
2. Conditions – What the student is given or not given (e.g., "with a calculator" or "without a book")
3. Criteria – How well the student must do it (e.g., "7 out of 10 correct" or "within 10 minutes")
Example:Given10 math [Link] a calculator, the student will correctly solve 8 out of 10 problems.
· Solve = terminal behaviour (action verb – observable)
· Given 10 problems + without a calculator = conditions
· 8 out of 10 correct = criteria
Gronlund’s Method (2 parts)
1. General Objective – A broad, non-observable goal (e.g., "Understand rock types")
2. Sample of Specific Behaviors – Examples of observable actions (e.g., "names 3 types of rocks" )
Three Elements of a Specific Objective (Mager’s list)
1. Terminal Behavior – Action verb (observable)
2. Conditions – What is allowed or not allowed
3. Criteria – Level of acceptable performance
The main goal is clear communication of the learning outcome.
Terminal Behaviour (Activity)
What the student will DO at the end of the lesson. It must be observable and Use action verbs – not vague
words.

Vague (Not observable) Action Verb (Observable)

Know Write, list, name, solve
Understand Draw, identify, explain
Learn Calculate, demonstrate, match
Types of Conditions (5 types)
1. Range of problems
2. Range of methods
3. Equipment
4. Reference materials
5. Environmental conditions
Types of Criteria (3 types)
1. Number / proportion / percentage correct
2. Tolerance (how exact)
3. Time limit

1(b). Structure of the Cognitive Process Dimension of the Revised Taxonomy

1.0 Remember 1.1 Recognizing

1.2 Recalling
2.0 Understand 2.1 Interpreting
2.2 Exemplifying
2.3 Classifying
2.4 Summarizing
2.5 Inferring
2.6 Comparing
2.7 Explaining
3.0 Apply 3.1 Executing
3.2 Implementing
4.0 Analyze 4.1 Differentiating
4.2 Organizing
4.3 Attributing
5.0 Evaluate 5.1 Checking
5.2 Critiquing
6.0 Create 6.1 Generating
6.2 Planning
6.3 Producing

Original Taxonomy

1.0 Knowledge Define, describe, identify, label, list, etc

1.1 Specifics
1.2 Ways and means of dealing with
specifics
1.3 Universals and abstractions
2.0 Comprehension Convert, estimate, explain, predict, distinguish
2.1 Translation
2.2 Interpretation
2.3 Extrapolation
3.0 Application Change, Compute, demonstrate, develop, solve
4.0 Analysis Diagram, illustrate, outline, point out,infer
4.1 of Elements
4.2 of Relationship
4.3 of Organizational principles
5.0 Synthesis Create, design, produce, predict, compose,
5.1 Production of a unique communication
5.2 Production of a plan, or proposed set of
operations
5.3 Derivation of a set of abstract relations
6.0 Evaluate Compare, contrast, judge, support, criticize, etc.
6.1 Evaluation in terms of internal evidence
6.2 Judgments in terms of external criteria
2.(a) Gerlach and Ely Model Page 18
Figure is a diagram of the systematic approach to teaching or the
instructional design model developed by Vernon S. Gerlach and Donald P. Ely. It is a
modification of Glaser's basic teaching model. There are ten elements:
(i)specification of objectives,
(ii)selection of content,
(iii)the assessment of entering behaviour,
(iv)the strategy which will be employed,
(v)the organization of students into groups,
(vi)the allocation of time,
(vii) the allocation of space, and
(vii)] the selection of appropriate learning resources.
Once the design of the previous elements has been established
(ix)the evaluation of teacher and performance follows, with
(x) an analysis of feedback by the teacher and the learner.
2(b) Discovery Learning
Discovery Learning is defined as learning that takes place when students are
Asked/to derive their own meaning /and understanding from experiences presented them.
Purpose
- to provide students with opportunities to think independently in order to obtain knowledge for
themselves.
- to help students discover how knowledge becomes known
- promotes higher-order or critical thinking skills such as analysis, synthesis and evaluation.

Characteristics
- The role of the teacher is to be a catalyst or change agent.
- The student role is also different in discovery learning) students are expected to develop or construct
their own knowledge.
- A third key characteristic is concerned with raising the students' level of thinking,

Strategy is the teacher’s approach to using information, selecting resources, and defining the role of the
students. It includes specific practices used to accomplish a teaching objective.
An instructional alternative is a way of teaching, intended to facilitate student learning and satisfaction.
Direct Instruction The basic idea of direct instruction is to set students to learn as much academic content
as efficiently as possible.
√Purpose ;To directly cause students(to learn academic content or skills.
Characteristics
- Teacher exerts strong instructional direction and control.
 - Teacher decides what is to be learned and how, and is visibly in charge.
- The primary emphasis is on academic learning.
- Teacher engages learners in the pursuit of basic knowledge.
- Teacher ensures that learners feel psychologically safe and secure.
- Teacher establishes class rules and ensures that they are followed.
- Student behaviour is controlled.

Good direct instruction

When preparing
- Choose the topic
- Establish the general purpose.
- Set specific learner objectives.
- Collect, review subject matter and useful material.
- Plan the instruction.

When delivering
- Review earlier, related information.
- Present information/skill to be learned.
Use man illustrations, examples.
- Ask many questions to check for understanding.
- Provide teacher-guided whole-class practice.
- Provide feedback and reteach to eliminate misunderstandings.
- Provide independent practice.

When closing
- Assign short, regular, related, homework.
- Establish when this information or skill will next be reviewed.

When Direct Instruction should be used

It is used when the content to be learned is well-structured, clear and unambiguous. It is most useful during
the first stages of instruction with unfamiliar material.

Teacher-Made tests are used Page 39

 to discriminate between students
 to rank them in order of success, achievement, or lack of it
 to guide teaching and planning
 to measure the extent to which pupils have mastered subject matter
 to serve a guidance function
 to motivate students
 to provide instruction
 to evaluate the method of teaching adopted by the teacher
Test construction:
 should begin when the planning for teaching is being done
 should be properly based on the formulation of well-defined and explicit performance objectives
 must take pains to ensure that the emphasis of the test is parallel to that of the planning and teaching.
Two types of tests most frequently used in the schools are:
 essay tests
 objective tests
Essay Tests
 Test pupils' attitudes as opposed to their knowledge of content, and their communication skills.
 Test small groups rather than large ones because of the difficulty in correcting them.
Two Types of Essay Tests
 Short-answer essay question (which is usually well-defined in terms of its structure and
requirements)
 Open-ended, discussion-type question (which requires the students themselves to supply the structure
and organization)
Objective Tests
Objective tests are useful:
 When the teacher has many students in the groups
 When he wishes to use the test again
 When a high degree of impartiality and objectivity in scoring is necessary
 When speed and efficiency are necessary
Two types of objective tests
 Free-response type (Simple recall question / Completion question)
 Limited-response type (Alternative-response questions) (True-False, Matching, and Multiple-Choice
questions)