Aims, Goals and Objectives

Aims or goals
Aims are broad and general statements of
educational intent, and should inform students
of the overall purpose of a programme or
module.
broadly stated, we talk of goals of Education
They are long term outcomes of the
educational process
They are often written in provider (lecturer /
tutor) rather than receiver (student) terms.
 Objectives

Objectives are more focused and indicate

what students should be able to do at the end
(as an outcome) of the module or programme.
They may refer to subject specific concepts
and skills, or more general (transferable /
generic) attributes and abilities.
they should be written in student rather than
lecturer terms.
They are characterised by being SMART
 Objectives continued…

Objectives are precise statement of what

learners should be able to do at the end of a
lesson or several lessons and NOT what they
would be able to do at the beginning of a
lesson.
This definition implies that an objective
should state a kind of behaviour change
expected in the learners as a result of a
learning experience.
 Rules for Writing Instructional
(behavioural) Objectives
Must be written in terms of learner performance
i.e. they must state what the learner will be able to
do as a result of a teaching/learning experience.
They must be stated in terms of observable
behaviour e.g. should not be written as the learner
will get great grasp of the changes in the African
Family (wrong objective). Instead it should be
written e.g.
a) learners should be able to give reasons why the
African Family is changing.
b) List five changes that have taken place in the
African Family
Rules for Writing Instructional
(behavioural) Objectives Continued...
They must be specific on the level of
achievement. For instance from the six level of
Bloom’s Taxonomy , that is, knowledge
comprehension, application, analysis synthesis,
and evaluation.
They must state the conditions under which the
behaviour is to be performed e.g. the phrase at
the end of the lesson, by the end of the term.
Instructional objectives must be measurable.
 Functions of Instructional Objectives
They provide a guideline for selecting the subject
matter, learning activities, teaching/learning
resources.
They provide direction to the teacher. A teacher is
able to plan his/her teaching if they are clear about
what they want their students to achieve.
A clear statement of objectives provides a basis for
a student’s assessment. It is easier to set questions in
examination or tests based on objectives.
When objectives are stated in behavioural terms,
they make it easier for the teacher to judge the
success or failure of the lesson.
 Stating Objectives within the Cognitive,
Affective and Psycho-Motor Domains
Bloom, et al (1968) developed a frame-work of
taxonomy of Educational Objectives which classifies
the kinds of Behaviour that educators want students
to display as a result of the teaching/learning
process. This taxonomy is divided into three main
domains :
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas
(Attitude)
Psychomotor: manual or physical skills (Skills)
 Cognitive Domain
Involves knowledge and the development of
intellectual skills.
This includes the recall or recognition of specific
facts, procedural patterns, and concepts that serve
in the development of intellectual abilities and
skills.
There are six major categories starting from the
simplest behavior to the most complex.
The categories can be thought of as degrees of
difficulties ie the first ones must normally be
mastered before the next ones can take place.
 Cognitive Domain Continued…
Knowledge Level: Recall data or information
Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
Examples:
By the end of the lesson, the learners should be able
to:
1. Define the term “Photosynthesis”.
2. List four conditions necessary for photosynthesis
 Cognitive Domain Continued…
Comprehension level: Understand the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in one's
own words.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes,
gives an example, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates.
Examples:
By the end of the lesson, learners should be able to:
1. Explain six factors that affect the exploitation of
minerals in Kenya.
2. Describe three methods of underground mining
 Cognitive Domain Continued…
Application level: Use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
work place.
Key Words: applies, changes, computes, constructs,
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates,
shows, solves, uses.
Examples:
By the end of the lesson, students should be able to:
1. Calculate the area of a circle using the formula
 Cognitive Domain Continued…
Analysis level: Separates material or concepts into
component parts so that its organizational structure may
be understood. Distinguishes between facts and
inferences.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates.
Example:
By the end of the lesson, the students should be able to:
1. Analyse factors that led to the scramble for colonies in
Africa in the 19th Century
 Cognitive Domain Continued…
Synthesis: Builds a structure or pattern from diverse
elements. Put parts together to form a whole, with
emphasis on creating a new meaning or structure.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
By the end of the lesson students should be able to:
1. conduct a survey of the cost of different types of
transport
2. Compose a song for use during Madaraka Day.
 Cognitive Domain Continued…
Evaluation: Make judgments about the value of ideas
or materials.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.
Examples:
By the end of the lesson, students should be able to:
1. Justify the need for law, order and justice in a
society
 Affective Domain
The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.
There are five major categories from the
simplest behavior to the most complex:
 Affective Domain Continued…
Receiving (awareness) Phenomena: Awareness,
willingness to hear, selected attention.
Key Words: asks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to, selects,
sits, erects, replies, uses.
Examples:
By the end of the lesson the students should be able
to:
1. develop tolerance for African culture / music.
2. patiently listen to a lecture on the dangers of drug
abuse.
 Affective Domain Continued…
Responding (attention) to Phenomena: Active participation on
the part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in responding
(motivation).
Key Words: answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices, presents,
reads, recites, reports, selects, tells, writes.
Examples:
By the end of the lesson, the student should be able to:
1. indicate interest in protecting the environment by reading
magazines designed by the people involved in
Environmental protection.
2. Students should be able to demonstrate a commitment to
honesty by not cheating in examinations.
 Affective Domain Continued…
Valuing (appreciating): The worth or value a person attaches to a
particular object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing is
based on the internalization of a set of specified values, while clues
to these values are expressed in the learner's overt behavior and are
often identifiable.
Key Words: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, works.
Examples:
At the end of the lesson students should be able to:
1. Develop a positive attitude towards work
2. Show a commitment to Christianity by participating in community
service organised by Christian Union / Young Christian Students
 Affective Domain Continued…
Acceptance (organisation): Organizes values into priorities by
contrasting different values, resolving conflicts between them,
and creating an unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes, prepares, relates,
synthesizes.
Examples:
By the end of the lesson students should be able to:
1. Form judgement as to whether population and family life
Education should be taught in primary schools
2. Balance her/his argument for or against polygamy.
 Affective Domain Continued…
Internalizing values (characterization): Has a value system
that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are
concerned with the student's general patterns of
adjustment (personal, social, emotional).
Key Words: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes, qualifies,
questions, revises, serves, solves, verifies.
Examples:
1. By the end of the lesson the student should be able
to: develop a consistent philosophy of life.
2. demonstrate the value of honesty by consistently
acting honestly when doing exams.
 Psychomotor Domain
The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and use
of the motor-skill areas.
Development of these skills requires practice and
is measured in terms of speed, precision, distance,
procedures, or techniques in execution.
There are seven major categories from the
simplest behavior to the most complex:
 Psychomotor Domain
Perception: The ability to use sensory cues to guide
motor activity. This ranges from sensory stimulation,
through cue selection, to translation.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell and taste of
food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the pallet.
 Psychomotor Domain Continued…
Set: Readiness to act. It includes mental, physical, and
emotional sets. These three sets are dispositions that
predetermine a person's response to different
situations (sometimes called mindsets).
Key Words: begins, displays, explains, moves,
proceeds, reacts, shows, states, volunteers.
Examples: Knows and acts upon a sequence of steps
in a manufacturing process. Recognize one's abilities
and limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor
is closely related with the “Responding to
phenomena” subdivision of the Affective domain.
 Psychomotor Domain Continued…
Guided Response: The early stages in learning a
complex skill that includes imitation and trial and
error. Adequacy of performance is achieved by
practicing.
Key Words: copies, traces, follows, react, reproduce,
responds
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
 Psychomotor Domain Continued…
Mechanism: This is the intermediate stage in learning
a complex skill. Learned responses have become
habitual and the movements can be performed with
some confidence and proficiency.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
 Psychomotor Domain Continued…
Complex Overt Response: The skillful performance of
motor acts that involve complex movement
patterns. Proficiency is indicated by a quick, accurate,
and highly coordinated performance, requiring a
minimum of energy. This category includes
performing without hesitation, and automatic
performance. For example, players are often utter
sounds of satisfaction or expletives as soon as they hit
a tennis ball or throw a football, because they can tell
by the feel of the act what the result will produce.
 Complex Overt Response
Continued…
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
NOTE: The Key Words are the same as Mechanism,
but will have adverbs or adjectives that indicate that
the performance is quicker, better, more accurate, etc.
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing the
piano.
 Psychomotor Domain Continued…
Adaptation: Skills are well developed and the
individual can modify movement patterns to fit
special requirements.
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs
of the learners. Perform a task with a machine that it
was not originally intended to do (machine is not
damaged and there is no danger in performing the
new task).
 Psychomotor Domain Continued…
Origination: Creating new movement patterns to fit a
particular situation or specific problem. Learning
outcomes emphasize creativity based upon highly
developed skills.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes,
originates.
Examples: Constructs a new theory. Develops a new
and comprehensive training programming. Creates a
new gymnastic routine.