10. COGNITIVE OBJECTIVES
• Refers to understandings,
awarenesses, insights (e.g.,
"List and explain..."). This
includes information recall,
conceptual understanding,
and problem-solving.
14. KNOWLEDGE
• Knowledge remembering of previously
learned material; of terminology;
specific facts; ways and means of
dealing with specifics (conventions,
trends and sequences, classifications
and categories, criteria, methodology);
universals and abstractions in a field
(principles and generalizations,
theories and structures):
15. • Knowledge is (here) defined as
the remembering (recalling) of
appropriate, previously learned
information. defines; describes;
enumerates; identifies; labels;
lists; matches; names; reads;
records; reproduces; selects;
states; views; writes;.
16. COMPREHENSION
• Grasping (understanding) the
meaning of informational materials.
Classifies; cites; converts; describes;
discusses; estimates; explains;
generalizes; gives examples;
illustrates; makes sense out of;
paraphrases; restates (in own
words); summarizes; traces;
understands.
17. APPLICATION
• The use of previously learned
information in new and
concrete situations to solve
problems that have single or
best answers.
19. ANALYSIS
• The breaking down of informational
materials into their component
parts, examining (and trying to
understand the organizational
structure of) such information to
develop divergent conclusions by
identifying motives or causes,
making inferences, and/or finding
evidence to support generalizations.
24. EVALUATION
• Judging the value of material
based on personal
values/opinions, resulting in
an end product, with a given
purpose, without real right or
wrong answers.
25. PYSHOMOTOR OBJECTIVES
• Objectives related to special
skills (e.g., "dissect a frog so
that the following organs are
clearly displayed..."; "take a
replicable blood pressure
reading by appropriately
using a sphygmomanometer.
28. SPEECH
BEHAVIOUR
NON VERBAL
COMMUNICATION
FINE MOTOR SKILLS
GROSS MOTOR
SKILLS
•SPEECH BEHAVIOUR:
Transmission speech &
protection of sound
•NON VERBAL
COMMUNICATION:
Gestures, expressions,
& bodily movements
•FINE MOTOR SKILLS:
Ability to move body
in co-ordination with
eyes & ears.
•GROSS MOTOR
SKILLS: Ability to move
limbs
33. TIPS FOR WRITING
OBJECTIVES
• It depends on what they are
used for! Objectives for
sequencing a unit plan will be
more general than for
specifying a lesson plan.
34. • Don't make writing objectives
tedious, trivial, time-
consuming, or mechanical.
Keep them simple,
unambiguous, and clearly
focused as a guide to learning.
35. • The purpose of objectives is
not to restrict spontaneity or
constrain the vision of
education in the discipline;
but to ensure that learning is
focused clearly enough that
both students and teacher
know what is going on.
36. • Objectives should be
expressed in terms of student
performance, behavior, and
achievement, not teacher
activity.
38. –Specify the criteria or
standards by which
competence in the activity will
be assessed (e.g., "a frog so
that the following organs are
clearly displayed...").
39. –List any conditions or
circumstances required for
students to meet the objective
(e.g., "...given two class
periods working with the
materials at your lab station").
40. • A. Objectives must be clear
and attainable.
• B. Focus on knowledge/skill
acquisition or reinforcement.
41. • A recommended wording
format is: "At the completion
of this activity, participants
should be able to..." This
phrase is followed by a
specific performance verb and
the desired learning outcome.
42. • Words or phrases such as know,
think, appreciate, learn,
comprehend, remember,
perceive, understand, be aware
of, be familiar with, have
knowledge of, grasp the
significance, are NOT measurable
and should be avoided.
43. • The following are NOT observable or
measurable objectives:
• Appreciate the beauty of a
circuit
• Really understand relativity
theory
• Be familiar with the law
44. • Understand the process of
osmosis
• Enjoy speaking French
• Change the spark plugs on an
engine
• Learn about erosion
45. ABCDS OF WRITING
OBJECTIVES
• A-Audience: The who. "The student
will be able to…"
• B-Behavior: What a learner is
expected to be able to do or the
product or result of the doing. The
behavior or product should be
observable.
46. • C-Condition: The important
conditions under which the
performance is to occur.
• D-Degree: The criterion of
acceptable performance. How
well the learner must perform in
order for the performance to be
considered acceptable.