HD101 FNALS

• Guidelines in Planning Instruction (Mary Alice Gunter, Thomas H. Estes and Jan Schwab, 2003) Set goals and develop a rationale for instruction. Define objectives. Construct a means of evaluation. Create units of study that encompass the content of the course of study. Design lessons for instruction using a variety of instructional models.
• Educational aims, goals, and instructional objectives are three different terms that have relevance in planning instruction. Kellough and Kellough (2003), states that Aims are more general than goals; and goals are more general than instructional objectives which are actually the specific objectives.
• Two forms of instructional intent are usually considered in planning instruction: (1) broad instructional intent, and (2) specific instructional intent.
• Writing instructiona intent begins by identifying the goals at a broad level and then followed by the more specife objectives (Moore, 2005).
• Educational goals contain the rationale of a learning area/subject or a course for a semester or academic year. These are general statements of intent or broad instructional intent that are prepared during the conceptualization of a course on yearly planning
• Instructional objectives may be called educational objectives or learning objectives. These are the specific actual behaviors expected of students to perform during the conduct of the lesson.
• Instructional objectives are statements about specific student behaviors that must be, in some observable and unreasonable way, witnessed by the teacher as an indication that learning has taken place. Apparently, these are the applied and practical means through which learning is expressed in the classroom (Dynneson & Gross, 1995).
• Instructional objectives are used to describe the teachers ' intention for students growth and change. These objectives help teachers and students know where they are going and when they have arrived at their destination (Arends, 2004)
• Instructional objectives are statements describing what the students will be able to do upon completion of the planned learning experience (Kellough, 2003)
• Instructional objectives are statements of measurable learning that are intended to take place as a result of instruction (Gunter, 2003
• Instructional objectives serve to focus attention on important matters and thereby contribute to student achievement, keep to improve communication about tasks by translating general goals into more specific planning and testing for mastery (McNeil & Wiles, 1990).
• Instructional objectives or learning outcomes are statements of the concepts, attitudes or skills that students are expected to accomplish by the end of some period of instruction. Virtually, these objectives are outgrowth of the educational goals (Lasley II et al., 2002).
• These are basically intended to be used as an organizational framework for selecting and sequencing learning experiences, and allow teachers to assess and chart group or individual progress (Eby & Judy, 2000).
• Simply put, instructional objectives are short-term, specific descriptions of what teachers are expected to teach and what students are expected to learn.
• Instructional objectives establish the framework for instruction and compel teachers to provide the environment and sequence of activities that will allow students to reach the stated intent (Moore, 2005)
• Instructional objectives help facilitate the identification of what is expected of students at the conclusion of the study; serve as the basis for organizing instructional activities and materials; determine ways to assess student performance; and serve as the performance level of accountability for students (Lasley II et al., 2002)
• . Instructional objectives serve to focus attention on important matters and thereby contribute to student achievement; help to improve communication about tasks by translating general goals into more specific concerns; and assist teachers in planning and testing for mastery (McNeil & Wiles, 1990
• Educational Goals are also referred to as general objectives when planning a course as a unit of study. These are broad statements used to describe the purposes of the lesson. These general instructional intents are intangible, abstract, and cannot be validated
• Instructional Objectives, on the other hand, specify what learners should be able to do. These are specific statements describing an intended result of instruction. Further, these objectives are precise, tangible, concrete, and can be
• Cognitive domain deals with academic information and knowledge. The focus is upon what students will accomplish intellectually by recalling facts, concepts, and generalizations; applying information and concepts; synthesizing various concepts and generalizations; and making judgment according to standards and criteria (Lasley Il et al., 2002)
• Bloom ' s taxonomy of cognitive domain (1984) has six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation
• KNOWLEDGE Refers to the acquisition of knowledge or the recall of facts, concepts, and generalizations from an academic discipline Action verbs: recall, recite, relate, recognize, reproduce, repeat, select, state, describe, define, draw, duplicate, list, locate, label, name, arrange, order, choose, cite, match, memorize, outline, complete
• COMPREHENSION The ability to translate or interpret knowledge as well as make simple interpretation. Action verbs: classify, compare, convert, compute, discuss, defend, distinguish, display, review, retell, predict, transform, explain, translate, restate, rewrite, express, review, infer, estimate, expound, extend, match, report
• APPLICATION Taking information that has been studied and understood at the previous levels and applying concepts or generalizations to new situations Action verbs: apply, act, out, discover, manipulate, demonstrate, calculate, solve, simulate, perform, prepare, dramatize, reconstruct, modify, measure, collect, participate, exhibit, use, develop, separate, produce, draw, intersect, operate
• ANALYSIS The breaking down of complex materials into component parts to facilitate explanation Action verbs: explore, examine, analyze, arrange, verify, divide, differentiate, experiment, separate, relate, deduct, debate, question, contrast, organize, break down, inquire, take, apart, appraise, identify, subdivide, research, check out, originate
• SYNTHEIS Related to putting parts together in new form; creating new ideas Action verbs: combine, mix, collect, compose, create, design, organize, formulate, produce, plan, assemble, write, document, devise, rearrange, synthesize, predict, revise, incorporate, generalize, relate, reconstruct, hypothesize, develop
• AFFECTIVE DOMAIN In Blooms ' taxonomy the objectives in this level deal with attitudinal, emotional, and valuing goals of learners and are presented in hierarchical order: receiving, responding, valuing, organizing, and characterizing
• RECEIVING Being aware of and willing to attend freely to stimuli and messages in the environment. AFFECTIVE DOMAIN Action verbs: give, hold, use, name, describe, share, listen, look, ask, select, notice, attend, identify, recall, reply, to take in, to be aware, point out, locate, point to
• RESPONDING Requires active participation of learners and positive response to the information by actively engaging in it. Action verbs: comply, answer, help, command, practice, present, obey, applaud, label, play, react, read, participate, approve, greet, follow, reply, tell, volunteer, assist, discuss, perform, recite, write
• VALUING Displaying behaviors that are appropriate and considerate with values, beliefs, and attitudes. AFFECTIVE DOMAIN Action verbs: argue, regard, insist, arm, complete, follow, debate, assist, explain, accent, justify, invite, display, esteem, describe, read, desire, join, prefer, express, initiate, share, study, report
• ORGANIZING Concerned with synthesizing different values, resolving conflicts between values, and constructing an internally congruent value system. Action verbs: select, formulate, combine, define, explain, compare, arrange, defend, assert, relate, reason, balance, modify, synthesize, demonstrate, alter, decide, hypothesize, discuss, propose
• CHARACTERIZING Behaving in ways consistent with espoused values AFFECTIVE DOMAIN Action verbs: defend, persist, personalize, act, modify, solve, display, insist, verify, complete, perform, serve, determine, resist, influence, listen, practice, revise, re-examine, internalize, demonstrate, discriminate, propose, qualify
• PSYCHOMOTOR DOMAIN Harron and Moore (1972) likewise developed their version of the hierarchy of the objectives in the psychomotor domain which emphasized, among others, the development of motor skills in four levels: moving, manipulating, communicating, and creating
• MOVING Involves gross motor narrow coordination PSYCHOMOTOR DOMAIN Action verbs: adjust, carry, group, clean, obtain, jump, walk, locate
• COMMUNICATING Involves the communication of ideas and feelings Action verbs: analyze, explain, ask, write, describe, draw, relate, interact
• CREATING- Represents the students ' coordination of thinking, learning, and behaving in all three domains Action verbs: create, design, invent
• MANIPULATING Involves motor coordination Action verbs: assemble, play, build, thread, calibrate, turn, connect, construct
• nstructional intents have four elements, namely, (1) terminal behavior or performance, (2) product, (3) condition, and (4) criteria of acceptable performance (Majer, 1999).
• Performance - refers to the specifications of what students are expected to do after receiving instruction
• Product - specifies what is to be and the result of student performance