Reporting

Chapter 2

BEHAVIORAL

OBJECTIVES

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Introduction

All professionals start their important tasks by defining clearly their

objectives and determining the procedures they will follow to reach the end

desire. All the more, teachers who take their profession as the solemn vow

to mold the young minds are expected to be knowledgeable in identifying

the objectives their students are expected to accomplish and deciding on

the step-by-step procedure that they will follow to achieve intended learning

goals.

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I. OBJECTIVE

A statement that indicates a purpose, aim or goals set for any

undertaking.

In teaching, it identifies the purpose of the teacher plans to pursue.

Educational or instructional objective.

Provides guidance in organizing suitable learning situations and in

choosing appropriate assessment methods to find out if said

objectives have been attained.

The three domains of objectives:

o Cognitive domain

o Affective domain

o Psychomotor

A person will learn first through his/her mind or cognitive, next is

by reflecting to his/her life/heart or affective and the last is the

application of the learning or psychomotor.

Every objective is likely to have cognitive, affective and

psychomotor components because all learning activities involve all

three domains.

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A. IMPORTANCE OF OBJECTIVES

Objectives are important because they help facilitate the

following:

1. Identification of what the students are expected to:

a. Know

Knowledge

Facts

Information

b. Develop

Skills

Science process

c. Inculcate

Values

Attitudes

Habits

2. Basis for:

a. Planning

b. Organizing

3. Choice of appropriate:

a. Instructional materials

b. Equipment

c. Sample tools

4. Decision on appropriate assessment techniques.

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RULES IN FORMULATING OBJECTIVES

The five essential rules in writing behavioral objectives:

1. Describe the expected behavior of the student.

The teacher must set a clear vision of what she wants the students to

perform during the lesson, what she wants to achieve in terms of their

behavior while or after teaching the lesson. This also speaks of the

goal at the end of the session. In short what you want them to do or

be able to do.

Example: predict the weather for the nest 24 hours, identify the flower

bearing plants.

In relation to English, for example I am going to use the short story as

my lesson. My expected behavior of the students will be for them to

be able to identify the elements of a short story.

2. Describe the observable behavior in terms of an

outcome verb which the student will perform.

In this rule, we are going to add an outcome verb to the expected

behavior we had set a while ago. The action will be specified unlike

the 1st rule that we talk of the behavior in general.

Examples: arrange, weigh, measure, classify

In the short story, I can put the word arrange in my objective as , to

arrange the series of events in the short story.

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3. Describe the criterion for evaluating an acceptable

performance or behavior.

The teacher is going to set the standard or criteria in evaluating the

performance of the student. When they perform the task, there must

be criteria for the achievement and completion of the task. With my

given example, is it okay to just arrange the series of events? Is there

a guide or reference in which they are going to arrange the events?

Examples: name at least 4 officials who participated in EDSA 1, identify at

least 5 novels about war.

We need to specify the action ‘arrange the series of events’ by adding

that they need to arrange the series of events in reference to the 5

parts of the plot.

4. Specify important conditions under which the student

will perform the behavior.

We also need to state the conditions on performing the task.

Together with the criteria, we include the conditions in completing the

performance. Conditions like the manner of conducting the task,

where to write it, the presentation, etc.

Example: run a mile during a sports contest; arrange the books in the shelf

according to titles.

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So what happens to the my desired objective will be, to arrange the series

of events in the short story using the parts of a plot in paramedic structure,

5. Measure only one outcome verb for each objective.

Another rule in formulating objectives is that we only measure one

outcome verb for each objective. In formulating objectives, we must

make sure that what we want to achieve is clear in each desired

objective. Objectives are what will guide us in our lesson. From the

objectives will come the framework of our lesson. If these are listed in

accordance to the rules, we can expect that our discussion will be

harmonious and organized.

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B. STATING OBJECTIVES

1. The Cognitive Domain

The following are cognitive process expected of the

learner. They are divided into six (6) levels ranging from

simple to more complex.

A. Knowledge

Exhibit memory of previously-learned materials by recalling facts,

terms, basic concepts and answers

Knowledge of specifics - terminology, specific facts

Knowledge of ways and means of dealing with specifics -

conventions, trends and sequences, classifications and categories,

criteria, methodology

Knowledge of the universals and abstractions in a field - principles

and generalizations, theories and structures.

Knowledge (Recall of facts)

Terms

Name

Identify

State

Select

List

Match

Label

Reproduce

Extended

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Reorder

B. Comprehension

Demonstrative understanding of facts and ideas by organizing,

comparing, translating, interpreting, giving descriptions, and stating

main ideas

Translation

Interpretation

Extrapolation

Comprehension (Gaining meanings)

Compare

Classify

Describe

Give examples

Order

Estimate

Distinguish

Predict

Convert

Manipulate

Modify

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C. Application

Using new knowledge, solve problems to new situations by applying

acquired knowledge, facts, techniques and rules in a different way

Application (Use a new situation)

Demonstrate

Solve

Apply a rule

Show

Measure

Compute

Operate

Use

Illustrate

D. Analysis

Examine and break information into parts by identifying motives or

causes. Make inferences and find evidence to support

generalizations

Analysis of elements

Analysis of relationships

Analysis of organizational principles

Analysis (Break into parts)

Differentiate

Distinguish

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Select

Separate

Prove

Infer

Breakdown

Define

Analyze

Point out

Categorize

Detect

Revise

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E. Synthesis

Compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions

Production of a unique communication

Production of a plan, or proposed set of operations

Derivation of a set of abstract relations

F. Evaluation

Present and defend opinions by making judgments about information,

validity of ideas or quality of work based on a set of criteria

Judgments in terms of internal evidence

Judgments in terms of external criteria

b. Synthesis (Organize)

Summarize

Design

Combine

Reconstruct

Draw

Relate

Organize data

Devise

Prepare

Recognize

Produce

Create

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c. Evaluating (Make Judgment)

Interpret

Explain

Criticize

Justify

Recommend measures

Suggest

Appraise

Contrast

Discriminate

Deduce

Conclude

Support

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2. The Affective Domain

The affective domain deals with how students are

affected by their learning. These are divided into five (5)

categories.

a. Receiving

The student shows willingness to attend to

particular classroom stimuli or phenomenon in

the environment.

b. Responding

The student is required active participation

based on the stimuli.

c. Valuing

The student displays definite involvement or

commitment toward some experience.

Affective: The Affective domain has received less attention, and is less

intuitive than the Cognitive. It is concerned with values, or more precisely

perhaps with perception of value issues, and ranges from mere awareness

(Receiving), through to being able to distinguish implicit values through

analysis. (Kratwohl, Bloom and Masia (1964))

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The affective domain includes the manner in which we deal with

things emotionally, such as feelings, values, appreciation, enthusiasms,

motivations, and attitudes. The five major categories are listed from the

simplest behavior to the most complex:

Category Key Words, Direct Objects and Specific

Objectives

Receiving Phenomena

1.11.1 Awareness Key Words: to differentiate, to separate, to set

apart, to share

Examples of Direct Objects: sights, sounds,

events, designs, arrangements

Specific Objective: After the introduction, the

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1.2 Willingness to receive

1.3 Controlled or selected

attention

student will be able to share newly introduced

people in 20 minutes.

Key Words: to accumulate, to select, to

combine, to accept

Examples of Direct Objects: models,

examples, shapes, sizes, meters, cadences

Specific Objective: After the discussion, the

student will be able to select the models they

want to present in 5 minutes.

Key Words: to select, to positively respond to,

to listen

Examples of Direct Objects: alternatives,

answers, rhythms, nuances

Specific Objective: Given the policy, the

student will be able to listen to others with

respect.

Responding to

Phenomena: Active

participation on the part of

the learners. Attends and

reacts to a particular

Key Words: to comply (with), to follow, to

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phenomenon.

2.1 Acquiescence in

responding

2.2 Willingness to respond

2.3 Satisfaction in

responding

commend, to approve

Examples of Direct Objects: directions,

instructions, laws, policies, demonstrations

Specific Objective: after the discussion, the

student will be able to comply with what he

has learned in 5 minutes.

Key Words: to volunteer, to discuss, to

practice, to perform, to play

Examples of Direct Objects: instruments,

games, dramatic works, charades, burlesques

Specific Objective: After giving the

presentation the student will be able to

perform the presented task in 10 minutes.

Key Words: to applaud, to acclaim, to spend

leisure time in, to augment

Examples of Direct Objects: speeches,

plays, presentations, writings

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Specific Objective: After giving the topic to

the groups, the student will be able to acclaim

the topic using panel discussion.

Valuing: The worth or value

a person attaches to a

particular object,

phenomenon, or

behavior. This ranges from

simple acceptance to the

more complex state of

commitment. Valuing is

based on the internalization

of a set of specified values,

while clues to these values

are expressed in the

learner's overt behavior and

are often identifiable.

3.1 Acceptance of a value

Key Words: to increase measured proficiency

in, to increase numbers of, to relinquish, to

specify

Examples of Direct Objects: group

memberships, artistic productions, musical

productions, personal friendships

Specific Objective:  After watching the clip,

the student will be able to specify a belief in a

democratic process.

Key Words: to assist, to subsidize, to help, to

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3.2 Preference of a value

3.3 Commitment

support

Examples of Direct Objects: artists, projects,

viewpoints, arguments

Specific Objective:  After enumerating the

problems, the student will be able to help give

solutions to solve problems in 10 minutes.

Key Words: to deny, to protest, to debate, to

argue

Examples of Direct Objects: deceptions,

irrelevancies, abdications, irrationalities

Specific Objective: After discussing the social

problems, the students will be able to debate

about the best plan for social improvement.

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3. The Psychomotor Domain

a. Reflex movements

Students’ actions can occur involuntarily in

response to some stimuli.

The students can response to a situation

without their control it always depend on the

situation they were engage in. For example you are

cooking when you touch a hot surface your body

reflexes act quickly even without realizing you’re

doing it.

Reactions that is not learned. It is not learned

nor teach because you can’t tell what your body

reaction is.

Example of activities to be measured

Respond physically instinctively

Keyword

react, respond

b. Basic fundamental movements

Student has innate movement pattern formed

from a combination of reflexes movements.

Basic movements such as walking or

grasping.

Basic simple movement

Example of activities to be measured

alter position, move, perform simple

action

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Keyword

grasp, walk, stand, throw

c. Perceptual abilities

Student can translate stimulus received

through the sense into appropriate desired

movements. What the students perceived can result

to a reaction which they know right for what they

see.

Response to stimuli such as visual, auditory,

kinesthetic, or tactile discrimination. The people can

response on what he sees, what he hears, and

other people movement.

Basic response it simple explained as what

the stimuli is acting is people react to it.

Example of activities to be measured

use than one ability in response to

different sensory perceptions

Keyword

catch, write, explore, distinguish using

senses

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d. Physical abilities

Student has developed basic movements that

are essential to the development of more highly

skilled movements.

e. Skilled movements

Student has developed more complex

movements requiring a certain degree of

efficiency.

f. Nondiscursive communications

Student has the ability to communicate

through body movements.

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Robert Mager, in his book, Preparing Instructional Objectives

recommended a format in three parts as follows:

a. Student behavior

It states what the student should be able to do or the change in

behavior that the teacher would recognize as evidence that the objective

has been achieved.

b. Testing situation

It indicates the condition under which the behavior will observe or will

be expected to occur.

c. Performance criteria

It states the standard of performance level that is aimed at.

Additional information

What are instructional objectives?

Instructional objectives may also be called performance

objectives, behavioral objectives, or simply objectives. All of these

terms are used interchangeably. Objectives are specific, outcome

based, measurable, and describe the learner's behavior after

instruction. So what does that mean? Let's take a closer look.

. . . specific Objectives are very specific. This means that they

should describe precisely what the learner is expected

to do.

. . .outcome Objectives are outcome based. This means that the

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based objective is going to state what the learner should be

able to do after the instruction is complete. The process

of how the instruction happens is not considered in an

objective.

. .

.measurable

Objectives are measurable. This means that objectives

should describe learning outcomes that can be

measured; objectives should be seen or heard.

. . .describe

student

behavior

Objectives describe student behaviors. This means that

objectives should relate what the student should be able

to do after the instruction.

Instructional Objectives are key to effective instruction.

Effective instruction occurs only when student behavior is changed in

desired ways. Because instructional objectives are tools for

describing student outcomes, they provide a means to making the

instruction effective. In addition, there are three reasons that

instructional objectives are so important. Let's review these reasons.

. . . serve as

a guide for

students.

Objectives tell students to what is expected of them.

They eliminate the "guess work" because the

expectations are clearly defined.

. . . serve as

a basis for

the

selection of

instructiona

l media &

Objectives allow the teacher/facilitator to determine the

media, and materials that is necessary to facilitate the

learning. The procedures to be used to teach the new

information become clearer once the objective is defined.

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materials

and

procedures.

. . .

determine

the

appropriate

ways to

evaluate the

learning.

Evaluation is always based on each instructional

objective. Determining the objective classification will

assist you indetermining the appropriate methods for

evaluation.

Instructional Objectives

Definition -- Instructional objectives describe the skills,

knowledge, abilities or attitudes students should

possess or demonstrate after they complete the

training. The starting point for designing a course of

study should include these instructional objectives; the

objectives determine the intended outcomes of the

training. Good instructional objectives describe an

observable performance, one that can be observed and

measured by an instructor or manager. In a nutshell,

instructional objectives:

Describe a skill that students are expected to

possess after instruction

Describe a measurable performance

Describe the performance conditions

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