Instructional Objectives

1. Instructional Objectives

2. Given a set of student performances in your subject, develop observable and measurable instructional objectives for that include condition, task, and standard. In addition, on the course final examination, demonstrate an understanding of instructional objectives with 70% accuracy. Performance Objective

3. Rationale for Developing Objectives • To provide direction for both the student and the teacher. It allows both the teacher and the student to know where they are going and at what point they have reached the destination.

4. More Rationale for Objectives • The learner and the instructor have firm criteria by which the learner's progress and level of competency may be assessed at a specific point in time.

5. Performance Objective • What the student is expected to DOwhen the instruction is completed (performance, get it?) • Specifies the conditions under which the task is to be performed • Sets the minimum standard to which the student must perform in order to pass. • Specific and complete but concise.

6. Purposes of the Performance Objective • Forces the teacher to decide what he/she expects of the student before starting the lesson. • Tells the student what he/she is expected to do as a result of this lesson. • Provides a basis for the eventual evaluation of student performance.

7. The Performance Objective is: • Observable, measurable statement of: • what you expect the student to be able to do as a result of instruction, • how well the student must be able to perform the task, and • under what conditions the student must perform the task.

8. Observable • You can see the student do the task. • It requires some kind of overt (open) action on the part of the student

9. Measurable • You can tell when the student has completed the task. • You can count, or weigh, or score, or in some other way determine the student’s performance.

10. The Performance Objective Consists of: • Condition • Behavior • Criteria

11. Condition • Circumstances under which the task will be performed. • Things the student will have to work with. • Point at which the performance will be EVALUATED. • Think of the condition. statement as a list of tools the student will haveto work with.

12. Condition Examples: • Given 14-3 wire, a single pole switch, receptacle box, and hand tools as needed, • On a 50-item True-False and Multiple Choice quiz, • Given a set of 10 plaster casts of wildlife tracks, • On a practical exercise, given 10 combinations of metal pieces, • Given a teaching calendar, • In a class discussion, • Given a set of parliamentary problems and meeting participants,

13. Condition Non-Examples • After instruction, • Given proper motivation, • After seeing a film on parliamentary procedure, • After an explanation on how to wire a single-pole switch,

14. Behavior • Precisely what student is expected to do • Must be observable and measurable • Uses an action verb • Examples: LIST, NAME, COUNT, BEND, FOLD, STAPLE, IDENTIFY, EXPLAIN, WRITE, BUILD, REPLACE, INSTALL, CHOOSE • Non-Examples: KNOW, APPRECIATE, UNDERSTAND, ENJOY, REALLY UNDERSTAND, APPRECIATE A LOT

15. Behavior Examples • wire a single pole electrical switch • identify tracks of common wildlife in Virginia • select the proper electrode for welding two pieces of steel together • calculate the volume of a solid • prepare a word processing file • build a window display

16. Behavior Non-Examples • know how to wire a single pole electrical switch • know very well the tracks of wildlife • really understand how electrodes are selected • comprehend the electric theory of arc welding • appreciate the importance of tracks in identifying wildlife • understand what window displays should look like • think about how word processing files are done

17. Criteria • How well the student must perform to PASS • The MINIMUM standard for success • Examples: • so that the wiring meets Code requirements and the switch operates a light safely • correctly listing at least 5 characteristics each of at least 5 breeds • correctly identifying at least 7 of the 10 species • selecting at least 8 of 10 electrodes correctly

18. A Sample Performance Objective: • Given a live wiring board, 14-3 wire, a selection of switches, and electrical tools as needed, the student will prepare and install single-pole, 3-way,and 4-way switches to code requirements, so that each switch properly operates the lights.

19. Another Sample: • On a multiple choice and short answer exam, the student will demonstrate a knowledge of the principles of floral design with 70% accuracy.

20. Analyze the Performance Objective (Use this example) • Given electrical wire, appropriate tools, and a wiring panel , the student will install a single-pole switch to code specifications so that the switch operates a light correctly.

21. In Review: • The performance objective specifies what the student will do to demonstrate mastery of the lesson content. • What this really means is that the teacher must think about the lesson in advance.

22. Performance Objective • A teacher needs a performance objective just as a builder needs a clear vision of what the finished building will look like.

23. Think of it This Way • Instructional Objectives are intended to help both the teacher and student.

24. The Last Word: • You expect any professional to plan his or her work. • If you want to be considered a professional teacher, you must be willing to plan your work as well.