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    Writing Instructional Objectives in The Affective and Psychomotor Domain

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    Kim Lambo Rojas
    The document discusses instructional objectives and their importance in guiding learning and assessment, explaining that objectives should specify the skills, knowledge, or attitudes students will demonstrate after instruction. It covers writing objectives for the affective domain, which relates to interests and attitudes, and the psychomotor domain involving physical skills. Levels of learning outcomes are provided for each domain to help instructors write measurable and appropriate objectives.

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    Writing Instructional Objectives in The Affective and Psychomotor Domain

    Uploaded by

    Kim Lambo Rojas
    222 views22 pages
    The document discusses instructional objectives and their importance in guiding learning and assessment, explaining that objectives should specify the skills, knowledge, or attitudes students will demonstrate after instruction. It covers writing objectives for the affective domain, which relates to interests and attitudes, and the psychomotor domain involving physical skills. Levels of learning outcomes are provided for each domain to help instructors write measurable and appropriate objectives.

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    Writing Instructional Objectives in the Affective and Psychomotor Domain

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    The document discusses instructional objectives and their importance in guiding learning and assessment, explaining that objectives should specify the skills, knowledge, or attitudes students will demonstrate after instruction. It covers writing objectives for the affective domain, which relates to interests and attitudes, and the psychomotor domain involving physical skills. Levels of learning outcomes are provided for each domain to help instructors write measurable and appropriate objectives.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    222 views22 pages

    Writing Instructional Objectives in The Affective and Psychomotor Domain

    Uploaded by

    Kim Lambo Rojas
    The document discusses instructional objectives and their importance in guiding learning and assessment, explaining that objectives should specify the skills, knowledge, or attitudes students will demonstrate after instruction. It covers writing objectives for the affective domain, which relates to interests and attitudes, and the psychomotor domain involving physical skills. Levels of learning outcomes are provided for each domain to help instructors write measurable and appropriate objectives.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 22

    Writing Instructional Objectives in

    the Affective and Psychomotor


    Domain
    Errole A. Maxey
    What are Instructional
    Objectives?

    What is the importance of


    Instructional Objectives?
    Instructional Objectives
    • An instructional objective is a statement that will describe
    what the learner will be able to do after completing the
    instruction. (Kibler, Kegla, Barker, Miles, 1974).

    • "a collection of words and/or pictures and diagrams intended


    to let others know what you intend for your students to
    achieve“, (Mager, 1984)

    • An objective does not describe what the instructor will be


    doing, but instead the skills, knowledge, and attitudes that the
    instructor will be attempting to produce in learners
    Instructional Objectives
    •An instructional objective is the focal point of a lesson plan.
    Objectives are the foundation upon which you can build lessons
    and assessments and instruction that you can prove meet your
    overall course or lesson goals.
    •Begin with the end in mind
    •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, and so learning can be
    objectively measured.

    Different archers have different styles, so do different teachers. Thus, you


    can shoot your arrows (objectives) many ways. The important thing is that
    they reach your target (goals) and score that bullseye!
    Parts
    of the
    Objectives
    Parts of the Objectives
    • Objective statements contain three parts:
    behavior, conditions, and criteria
    o Behavior
    o What students will be able to do
    o Conditions
    o How they will be able to do it
    o Criteria
    o Degree of accuracy observed
    Parts of the Objectives

    EXAMPLE

    • At the end of 50-minute period, the pupils


    shall be able to:
    a. identify the different parts of plants and
    their functions
    At the end of 50-minute period, the pupils shall be able to:
    identify the different parts of plants and their functions

    BEHAVIOR
    At the end of 50-minute period, the pupils shall be able to:
    a. discuss the behavior of atom through an essay with
    a rubric rating of 85%
    At the end of 50-minute period, the pupils shall be able to:

    discuss the behavior of atom BEHAVIOR


    through an essay with CONDITION
    a rubric rating of 85% CRITERION
    The Affective Domain

    • objectives relating to interest, attitude, and values


    relating to learning the information
    • Levels of Learning Outcomes
    1. Receiving
    2. Responding
    3. Valuing
    4. Organization
    5. Characterization / Characterization of Values
    The Affective Domain

    Levels of Learning Outcomes


    1. Receiving
    • Awareness, willingness to hear selected attention
    • One is expect to be aware of or to passively attend to
    certain stimuli or phenomena. Simply listening and
    being attentive are the expectations.
    The Affective Domain

    Levels of Learning Outcomes


    2. Responding
    • Active participation on the part of the learners
    • Attends and reacts to a particular phenomenon
    • One is required to comply with given expectations by
    attending or reacting to certain stimuli. One is
    expected to obey, participate, or respond willingly
    when asked or directed to do something.
    The Affective Domain

    Levels of Learning Outcomes


    3. Valuing
    • The worth or value a person attaches to a particular
    object, phenomenon, or behavior,
    • Display behavior consistent with a single belief or
    attitude in situations where one is neither forced or
    asked to comply. One is expected to demonstrate a
    preference or display a high degree of certainty and
    conviction
    The Affective Domain

    Levels of Learning Outcomes


    4. Organization
    • Commitment to a set of values. This level involves 1)
    forming a reason why one values certain things and
    not others, and 2) making appropriate choices
    between things that are and are not valued.
    • One is expected to organize likes and preferences into
    a value system and then decide which ones will be
    dominant.
    The Affective Domain

    Levels of Learning Outcomes


    5. Characterization / Characterization of Values
    • All behavior displayed is consistent with one’s
    value system. Values are integrated into a
    pervasive philosophy that never allows
    expressions that are out of character with
    those values. Evaluation at this level involves
    the extent to which one has developed a
    consistent philosophy of life
    Assignment
    ACTIVITY SHEET NO. 1
    Writing Instructional Objectives: Affective Domain
    SAMPLE
    LEVELS OF LEARNING 3 SAMPLE
    DESCRIPTION BEHAVIORAL
    OUTCOMES OBJECTIVES
    TERMS
    RECEIVING
    RESPONDING
    VALUING
    ORGANIZATION
    CHARACTERIZATION

    At least 3
    descriptions from 3 • Activity Sheets must be WRITTEN on a
    different sources short bond paper
    • All outputs must be accomplished in
    landscape format
    The Psychomotor Domain

    • This domain focuses on motor skills and


    actions that require physical coordination.

    • Psychomotor behaviors are performed


    actions that are neuromuscular in nature
    and demand certain levels of physical
    dexterity.
    The Psychomotor Domain

    Levels of Learning Outcomes


    1. Imitation
    2. Manipulation
    3. Precision
    4. Articulation
    5. Naturalization
    Assignment ACTIVITY SHEET NO. 2
    Writing Instructional Objectives: Psychomotor Domain
    SAMPLE
    LEVELS OF LEARNING 3 SAMPLE
    DESCRIPTION BEHAVIORAL
    OUTCOMES OBJECTIVES
    TERMS
    IMITATION
    MANIPULATION
    PRECISION
    ARTICULATION
    NATURALIZATION

    At least 3
    descriptions from 3 • Activity Sheets must be WRITTEN on a
    different sources short bond paper
    • All outputs must be accomplished in
    landscape format
    Questions?

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