HE SEMI

• Before a decision can be made about selecting the content to be taught or choosing the instructional methods and materials to be used to change learner behavior, the educator must first decide what the learner is expected to accomplish
• Identification of needs is a prerequisite to formulating behavioral objectives that serve to guide subsequent planning, implementation, and evaluation of teaching and learning
• Educational/Instructional Objectives


  Content-oriented, teacher-centered outcomes of the education process in reference to an aspect of a program or a total program of study
• Behavioral/Learning Objectives


  Action-oriented, learner-centered outcomes of the teaching/learning process
• Goals


  The final outcome of what is achieved at the end of the teaching–learning process
• Objective


  A behavior describing the performance that learners should be able to exhibit to be considered competent
• Differences between Goals and Objectives

  • Goals are global, broad, long-term, multi-dimensional
  • Objectives are specific, singular, short-term, unidimensional
• Responsibility for Establishing Goals and Objectives

  • Setting of goals and objectives must be a mutual decision-making process between the teacher and the learner
  • Both parties must "buy into" and participate in establishing predetermined objectives and goals prior to initiating the teaching/learning process
  • Blending what the learner wants to learn and what the teacher has assessed the learner needs to know provides for a mutually accountable, respectful, and fulfilling educational experience
• Arguments Against Using Behavioral Objectives


  • Superfluous
  • Reductionistic
  • Time-consuming
  • Pedagogic
• Arguments For Using Behavioral Objectives

  • Keeps teaching learner-centered
  • Communicates plan to others
  • Helps learners stay on track
  • Organizes educational approach
  • Ensures that process is deliberate
  • Tailors teaching to learner's needs
  • Focuses attention on learner
  • Orients teacher and learner to outcomes
• Three Major Advantages to Writing Objectives

  • Provides basis for selection and design of instructional content, methods, and materials
  • Provides learner with means to organize efforts toward accomplishing objectives
  • Allows for determination as to the extent that objectives have been accomplished
• Behavioral Objectives


  Give learners very clear statements about what is expected of them and assist teachers in being able to measure learner progress toward achieving outcomes of learning
• Three important characteristics of behavioral objectives

  • Performance - describes what the learner is expected to be able to do
  • Condition - describes the situation under which behavior will be observed
  • Criterion - describes how well or with what accuracy the learner must be able to perform
• The Four Step Approach to writing behavioral objectives

  1. Identify the testing situation (condition)

  2. State the learner and the learner's behavior (performance)

  3. State the performance level (criterion)

  4. State how well the learner will perform the criterion (percent accuracy)
• Specific behavioral objectives


  Close-ended statements that incorporate the condition and criterion for learning, which make them more prescriptive and predictive for the measurement of outcomes
• General behavioral objectives


  Open-ended statements that do not include the condition or criterion for learning, and lend themselves to be used in evaluating higher cognitive skills
• Performance words


  • Describe what a learner must demonstrate for mastery in a knowledge, attitude, or skill area
  • Can be visible/audible or invisible
• Common Mistakes When Writing Objectives

  • Describing what the instructor will do rather than what the learner will do
  • Including more than one behavior in a single objective
  • Forgetting to include all three characteristics (performance, condition, criterion)
  • Using performance terms subject to many interpretations and that are not action-oriented
  • Writing an unattainable, unrealistic objective
  • Writing objectives unrelated to stated goal
  • Cluttering an objective with unnecessary information
  • Making an objective too general so that the outcome is not clear
• Taxonomy of Objectives


  Behavior is defined according to type (domain category) and level of complexity (simple to complex)
• Three Types of Learning Domains

  • Cognitive - the "thinking" domain
  • Affective - the "feeling" domain
  • Psychomotor - the "skills" domain
• SMART Objectives


  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timely
• Complexity of Domain Levels

  • Low (most simple)
  • Medium (moderately difficult)
  • High (most complex)
• Cognitive Domain


  The "thinking" domain, involving the acquisition of information and the learner's intellectual abilities, mental capacities, and thinking processes
• Levels of Cognitive Behavior

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• Teaching in the Cognitive Domain

  • Methods most often used include lecture, one-to-one instruction, and computer-assisted instruction
  • Verbal, written, and visual tools are particularly successful in supplementing the teaching methods
• Affective Domain


  The "feeling" domain, involving an increasing internalization or commitment to feelings expressed as emotions, interests, attitudes, values, and appreciations
• Levels of Affective Domain


  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characterization
• Pleasure or enjoyment


  Result of some new experience (receiving is a prerequisite behavior)
• Valuing (3.00–3.99)


  • Ability of the learner to regard or accept the worth of a theory, idea, or event, demonstrating sufficient commitment or preference to be identified with some experience seen as having value. At this level, there is a definite willingness and desire to act to further that value (receiving and responding are prerequisite behaviors)
• Motivation

  A psychological force that moves a person toward some kind of action, and a willingness of the learner to embrace learning, with readiness as evidence of motivation
• Compliance


  Submission or yielding to predetermined goals
• Organization (4.00–4.99)


  • Ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values, to determine interrelationships of values, and to harmoniously establish some values as dominant and pervasive (receiving, responding, and valuing are prerequisite behaviors)
• Adherence


  Commitment or attachment to a regimen, which may be long-lasting
• Motivation is the result of both internal and external factors and not the result of external manipulation alone
• Implicit in motivation is movement in the direction of meeting a need or toward reaching a goal
• Motivation (Lewin's theory)


  • Positive or negative movement toward goals
  • Existence of a critical time factor
• Characterization (5.00–5.99)


  • Ability of the learner to integrate values into a total philosophy or world view, showing firm commitment and consistency of responses to the values by generalizing certain experiences into a value system or attitude cluster (receiving, responding, valuing, and organization are prerequisite behaviors)
• Motivational factors


  • Personal attributes
  • Environmental influences
  • Learner relationship systems
• Personal attributes


  • Developmental stage
  • Age
  • Gender
  • Emotional readiness
  • Values and beliefs
  • Sensory functioning
  • Cognitive ability
  • Educational level
  • Actual or perceived state of health
  • Severity or chronicity of illness
• Environmental influences


  • Physical characteristics of the learning environment
  • Accessibility and availability of human and material resources
  • Different types of behavioral rewards