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Instructional Objectives: Dr. Maham Saddique Teaching of Biology EDU-516

The document discusses instructional objectives which describe what a learner will be able to do after completing instruction. It provides examples of instructional objectives and discusses their characteristics including being specific, measurable, attainable, relevant and time-bound. The document also discusses criteria for developing objectives including practicability, attainability, universality and psychological soundness. It describes types of objectives such as general, specific and behavioral objectives.

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Faseeha Shabbir
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61 views21 pages

Instructional Objectives: Dr. Maham Saddique Teaching of Biology EDU-516

The document discusses instructional objectives which describe what a learner will be able to do after completing instruction. It provides examples of instructional objectives and discusses their characteristics including being specific, measurable, attainable, relevant and time-bound. The document also discusses criteria for developing objectives including practicability, attainability, universality and psychological soundness. It describes types of objectives such as general, specific and behavioral objectives.

Uploaded by

Faseeha Shabbir
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Instructional objectives

Dr. Maham Saddique


Teaching of Biology
EDU-516
Instructional objectives
• Instructional Objectives are statements that
describe what the learner will be able to do
upon completion if the learning experience

• Objectives are tool to ensure your students


reach their goals

• It is also known as behavioral objective or


learning objective
Instructional objectives
• An instructional objective is a statement that will describe
what the learner will be able to do after completing the
instruction.
• To start teaching: students must be guided by instructional
objective, followed by strategies and tools to accomplish
the task, and then evaluate the outcomes
• Instructional objectives are specific, measurable, short-
term, observable student behaviors. They indicate the
desirable knowledge, skills, or attitudes to be gained
• An instructional objective is the focal point of a lesson plan.
• Objectives are the foundation upon which lessons and
assessments are built and instruction that you can prove
meet your overall course or lesson goals.
Example of Instructional objectives
• After going through the lesson “On natural
resources” the students will be able to
– Recognize natural resources
– Define various natural recourses
– Classify and explain various types of natural
resources
– Give examples of natural resources
– Differentiate between natural and man-made
resources
Characteristics of Instructional
Objectives
• Should be observable and measurable. The objective
should describe the learning outcome that the teacher
intends to produce as a result of the instruction
• A test condition where the student is expected to met the
standard required
• The standard or level at which a pupil is expected to
perform (level of performance).
• At a standard of performance or an acceptable level of
learning at which a student proves that she/he has
mastered the subject
• The objective should indicate the degree or standard
expected in learning and must specify the appropriate level
of performance indicated in the behavior.
Qualities of Instructional Objectives
• S – Specific – says exactly what the learner will be
able to do
• M – Measurable – can be observed by the end of
the training session
• A – Attainable for the participants within
scheduled time and specified conditions
• R – Relevant to the needs of the participant and
the organization
• T – Time-framed - achievable by the end of the
training session
Qualities of good instructional
objectives

Achievable
Acceptable

Understandable Criteria used


in preparing Flexible
objectives

Suitable Measurable

Motivating
Criteria for formulating objectives
• Criteria1: Practicability
• Criteria 2: Attainability
• Criteria 3: Universality
• Criteria 4: Psychological soundness
Criteria1: Practicability
• The practicability means the problem is to be
in question is to be:
– Possible to be done
– Communicated effectively
– Feasible within the available resources
– Results to be achieved successfully
Practicable vs Non-practicable
objectives
While teaching the importance of ecosystems, the students
will learn:
Practicable Non-Practicable
– What are Ecosystems • The measurement of
– Levels of ecosystem ecosystem functioning
organization • (Non-practicable because it
– Components of is not possible to actually
ecosystems measure on quantitative
– Threats to the basis)
ecosystems
– Conservation of
ecosystems
Criteria 2: Attainability
• The learning objectives must be
• Achievable within the given time frame
• Consider the lowest skill/understanding level of the
participants and write your objective to move them to the
next level.
• Consider and specify the conditions under which the
performance of the objective will take place
• Limit the number of objectives to major learning points
you would like the participants to take from the session
• Exclude irrelevant points being addressed in objectives
Criteria 3: Universality
• The leaning objectives should be based on Universal
Design for Learning (ULD)
• It must cover all the basic and universal fact about
learning on specific topic
• Based on Wide spread and generalized fact about
the topic in question
• Must not addresses narrow or ambiguous points on
the learning
Criteria 4: Psychological soundness
• The learning objectives must be designed in a
way that the students must feel at the end
that they:
– Have gained enough knowledge on the topic in
question
– Can communicate effectively the learnt topic
– Fee satisfied about the learning process being
addressed by the teacher
Significance of objectives
• The student will be able to read, understand, and
critically interpret the primary biological literature in
his/her area of interest
• The student will be able to design, conduct, analyze,
and communicate (in writing and orally) biology
• The student will recognize and be able to apply basic
ethical principles to basic and applied
biological/biomedical practice and will understand the
role of biological/biomedical science, scientists, and
practitioners in society
• The student will be able to explain the fundamental
biological processes
Types of objectives of teaching of
biology
• General
• Specific
• Behavioral
General Objectives
• “General objectives” are based on generalized
knowledge on topic in question
• They states what you expect to achieve in
general terms
• Include very general information on the topic
to be learned
Specific Objectives
• Specific objectives break down the general
objective into smaller, logically connected
parts that systematically address the various
aspects of the problem.
• Specific objectives should specify exactly what
you will do in each phase of your study, how,
where, when and for what purpose
General vs Specific Instructional
objectives
• General objectives • Specific Objectives
• Students are able to • Learn biosynthesis of plant
know the hormones
significance of plant • Learn transport and mode of
hormones action in plants
• Learn the role of plant
hormones in regulation of
plant growth and
development
• Distinguish between
hormones and plant growth
regulators
Behavioral objectives
• A behavioral objective is an objective based
on evaluation of student’s past knowledge on
the topic in question
• While formulating the behavioral objectives,
the teacher must
– Get enough information on student’s past
knowledge
– Formulate new objective to continue their
learning to a much broader level
Components of behavioral objectives
• The formulation of behavioral objectives
includes three components:
– Student Behavior -- skill or knowledge to be
gained and the action or skill the student is able
TO DO
– Conditions of Performance -- under what
circumstances or context will the learning be
performed
– Performance Criteria -- how well is the learning is
to done; compared to what standard
Success of good instructional
objectives
• After successful completion of instructional
objectives, a student must be able to
– Define a problem/issue
– The Importance of Formulating a Problem
– Criteria for selecting a problem
– Identify sources of ideas
– Recognize techniques used to select and refine
idea
– Formulate a conclusion

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