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1 INSTRUCTIONAL OBJECTIVES
2 Instructional objectives
Defining desired learning outcomes
the first step in sound teaching
essential to the assessment of student learning
Sound assessment
relates the assessment procedures as directly as possible to intended learning
outcomes
Learning outcomes Assessment
3 Instructional objectives
Countries may provide detailed curriculum guidelines and associated instructional
materials
Specify types of performance students are expected to demonstrate
at the end of the instructional sequence (e.g. Unit or course)
E.g. Türkiye
Clearly specify the intended learning outcomes
Before tests and assessment instruments are developed or selected
4 Writing Objectives
Objectives are the most important part of the lesson plan
they state the purpose for the lesson
what students are expected to learn from the lesson
Can have objectives that address
content
language learning
learning strategies
predicting, sequencing information, or listening for specific information, etc.
5 Writing objectives
Objectives should
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5 Writing objectives
Objectives should
Be measurable
Be observable
Refer to what the students do (not the teacher)
Be as specific as you can make them
Appropriate to the age level and experiential background of the students (principle
of readiness)
Related to the needs and interests of the students (principles of motivation)
Are the objectives realistic in terms of the abilities of the students and the time and
facilities available?
6 Writing objectives
A typical format for objectives is:
Students will be able to + the objective
Students will be able to:
Categorize food items according to a given criterion
Match food items with seasons
Write a recipe using food items in a shopping list
7 Writing objectives
8 Instructional objectives
Instructional goals and objectives
If stated in terms of actions to be taken
E.g. Demonstrate to students how to write a thesis statement
Shows
what the teaching activity is
not clear about intended learning outcomes
does not point to the type of appropriate student assessment
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does not point to the type of appropriate student assessment
Will be achieved
if the demonstration has been completed
regardless of student learning
A better way
what we expect students to be able to do at the end of instruction
E.g. students will be able to construct arguable thesis statements for argumentative
essays
9 Instructional objectives
Such statements directs attention
to the students
to their performance as a result of the instruction
The focus shifts
from the teacher to the student
from the learning experiences to the learning outcomes
10 Instructional goals and objectives
11 Instructional objectives
Learning outcomes
concerned with the products of learning
rather than with the process of learning
12 Taxonomy of educational objectives
Cognitive domain
Knowledge outcomes and intellectual abilities and skills
Affective domain
Attitudes, interests, appreciation, and modes of adjustment
Psychomotor domain
Perceptual and motor skills
Useful in identifying the types of learning outcomes to consider when developing a
list of objectives for classroom instruction
13 Taxonomy of educational objectives
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15
16
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13 Taxonomy of educational objectives
14 Taxonomy of educational objectives
15 Taxonomy of educational objectives
16 How to state instructional objectives
Not describe what we intent to do during instruction
But the expected results of that instruction
Focus on
the student
the type of performance that the student should demonstrate at the end of the
teaching-learning experience
What should the student be able to do
17 How to state instructional objectives
18 How to state instructional objectives
Each statement begins with a verb
Specific and indicate definite, observable responses
Ones that can be seen and assessed by an outside observer
Desribes, identifies, states, uses, distinguishes, explains
Based on observable student performance
Terms such as these clarify what the students will do to demonstrate their
understanding
19 Real-life examples
😊 or 🙁?
Students will be able to act out a dialogue about accepting and refusing an
invitation.
Students will discuss their opinions on movies and create short sentences.
Students will be able to understand and identify changes in traditions over time.
Students will be able to practice using the structure «used to» in context.
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20 Real-life examples
😊 or 🙁?
Students will practice reading comprehension, speaking, and writing skills.
Students will learn and use vocabulary related to movies.
Students will be able to engage in discussions and written activities about
traditions.
Students will improve reading skills through reading.
21 Real-life examples
😊 or 🙁?
Students will engage in contextual discussions and activities about legendary
figures.
Students will deduce irregular verbs during activities.
To introduce students to different types of movies and teach them how to express
their opinions on them, including inviting, accepting, and declining invitations.
22 Real-life examples
😊 or 🙁?
Students should be able to describe past activities and events.
Students should talk about sequential actions.
Students should describe characters and settings in an event in the past.
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23 Real-life examples
😊 or 🙁?
Students will be able to identify and use phrases for expressing opinions about
free time activities and movies.
Students will be able to talk about their preferences for hobbies and free time
activities.
Students will be able to write short text messages to invite their friends to a movie.
24 Real-life examples
😊 or 🙁?
Students will be able to identify the subject of a text with the help of familiar
words.
Students will be able to identify specific information in simple written material such
as short newspaper articles on the effects of natural events.
Students learn grammatical structure of different types of conditional sentences.
Create a poster with a slogan to raise awareness about protecting nature.
Identify and name different natural disasters using visual cues.