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Objective based instruction Flipbook PDF
Objective based instruction Bloom's taxonomy of educational objectives
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OBJECTIVE BASED INSTRUCTION Education is a process of effecting desirable changes in pupils' behaviour. These desirable behavioural changes which we wish to bring about in pupils through the process of education are determined at the policy-making level. It is for this purpose that a nation appoints education commissions from time to time. In evolving this policy, psychological development of the child, racial order, economic conditions, political set up, cultural heritage, philosophy of life of the community in general and the existing human knowledge etc., are taken into account. The education commission reports, which are the national documents, contain the desirable changes thus formulated. These desirable behavioural changes are called educational objectives. In order to realise these broad objectives, a group of educationists, psychologists, economists, politicians and specialists in various fields formulate the objectives for the different stages in the educative process and evolve a suitable curriculum plan. From these, subject-wise objectives and syllabi in individual subjects are developed as follows. Education Commission Report Curriculum plan Syllabus
Educational Objectives Stage-wise objectives Subject-wise objectives
Unit plan
Unit-wise objectives
Lesson plan
Lesson-wise objectives
The topics to be includes in a syllabus and scope of each topic are decided on the basis of their potentiality contribute to the realisation of the overall objectives of education. It is this potentiality of a subject that we take note of in identifying the specific objectives of teaching that subject. These specific objectives of a subject - the subject-wise objectives - are called the instructional objectives of the particular subject. When the instructional objectives of the various subjects are realised, it is expected that this will result in the attainment of the broad educational objectives. The instructional objectives of a subject (subject wise objectives) help in the development of unit wise objectives which in turn help in the development of lesson wise objectives. These unit wise objectives and lesson wise objectives guide in the preparation of unit plan and lesson plan respectively. The broad educational objectives have to be attained by realising the lesson wise objectives which guide the daily lesson plans in the different subjects. Classroom instruction aimed at the attainment of these objectives is called objective based instruction. The modern approach in classroom instruction and hence evaluation is known as objective based as opposed to the old approach which was simply content based. In modern classroom instruction total educational process is interpreted in terms of the following 3 interrelated problems which can be schematically represented as triangular model as O (Triangular theoretical model) L E
The 3 problems are 1. proper description of educational objectives in observable form (operational definition) 2. effectiving desirable behavioural changes 3. making the process of realisation of objectives or in other words the process of effectiving desirable behavioural changes (providing learning experiences) as effective as possible which means the problems of evaluation The three problems are interrelated as indicated in the schematic diagram. L is based on O O gets clarified by L E is based on O O gets clarified by E (Evidence on attainability) E gives evidence on L (Effectiveness of L) L gives hints to the nature of situations for E Out of these three problems, the most basic one is that of proper description of objectives of objectives for obvious reasons. If these objectives are not described properly (i.e., in observable form or as behavioural changes) nothing could be done by way of organisation of learning environment as well as evaluation. Herein lies the significance of the contribution made by the group of educationists headed by Bejamin S Bloom. The classical study of objectives conducted by Bloom known as the taxonomy of educational objectives published in 1956 was the basis for the modern classroom instruction as well as evaluation. They defined objectives in observable form as behavioural changes and classified behaviour under three domains as cognitive, psychomotor, affective and further analysed each domain exhaustively and tried to clarify and specify them in terms of the activities (specifications) involved in different types of behaviour. Once, this is done, the task of organisation of learning environment becomes simple (providing learning experiences) because we can specify the behaviour in terms of the activities involved in the behaviour we want to effect (specifications) and then the corresponding activities (learning experiences) as well as relevant evaluation activities can be stated. i. e., The form of theoretical model viz., O becomes O B L E S L E i.e., 'Ó' is described as 'B' then 'B' is clarified and specified in terms of the activities as 's' and then the problem L & E are tackled in the classroom or the classroom model may be given as O(s) L E This is what is done in the modern approach. We start with the most basic problem of proper description objectives as behavioural changes, then further clarify and specify the activities using proper action statements (verbs technically called specifications) and proceed to the other two problems, learning experiences and evaluation. The lesson content is analysed accordingly. Hence, it is termed as objective based approach. This
analysis will also explain the significance of the four column format. There should be provision for noting down a. specification of objectives using proper action words b. relevant learning experiences c. evaluation situations d. the relevant content matter with respect to which all the 3 problems in the model are tackled. Aim Objectives a. directions in education. They are a. point showing the possible the end-view of the possible achievement in a direction achievement. b. distant destination. They are far-off b. near one & testable goals, & not easily testable. c. directions given to the entire c. are confined to the classroom educational system within and without the classroom d. attainment of aim is beyond the d. achievable ends in pursuit of an scope of the school programme overall aim. It originates from aim. e. The aim of education cannot be e. Objectives may be changed from changed from subject to subject. subject to subject f. broad, vague, indefinite, general f. Specific and precise behavioural and their attainment is quite outcomes of teaching a particular difficult or rather impossible segment through the existing classroom conditions or educational structure g. aims are not helpful in selecting the g. helpful in selecting the subject content of a subject matter and teaching learning activities e.g., to develop personality trait, to e.g., to develop inquiry minds, to create intelligent citizens, to develop scientific temper, to foster develop international brotherhood ability to estimate experimental etc., errors. Educational objectives and Instructional objectives: Objectives which are enshrined in our constitution are called educational objectives. Educational objectives are more specific and definite than educational aims but less specific and much wider than the classroom instructional objectives. An objective is a specific and immediate goal attainable as a result of classroom teaching. Objectives define the directions in which all educational activities should proceed. They are statements which describe the nature of modification that we want to bring about in the child. i.e., they are the desired teaching or learning outcomes and are always stated in terms of pupil's behaviour or desired behavioural changes. They are, therefore, termed as teaching learning objectives or behavioural objectives. i.e., Instructional objectives are the statements that describe what the pupils will do or be able to do, once the instruction has been completed. Instructional objectives are very narrow, specific, definite, tangible, precise, clear, and functional. They are predetermined and formulated in such a way that their attainment
becomes quite predictable through the usual classroom teaching within the stipulated period of fixed duration. Objectives form really the foundation for the whole educational process and structure - the curriculum, textbooks, method of teaching, instructional materials and methods of evaluation. They should be formulated in the light of the following factors needs and capabilities of the learner needs of the society nature of the educational system, subject matter etc., The criteria of a good objective are specific, unambiguous, useful, feasible, and in accordance with general aims of education. A well formulated objective has 2 parts or aspects, the modification part and content part. e.g., Pupil acquires knowledge of terms, concepts, principles and processes of chemistry such as atoms, molecules etc., In this "acquiring knowledge" is the modification part and "terms, concepts,........"is the content part. Thus, the modification part describes the type of change to be effected and the content part describes the content or area in which the change is desired to be brought about. Therefore, objective is something which defines the change as well as the direction of the change. Criteria for the formulation of objectives: It should be clear, specific, and pointed. This means that it should convey the same sense to different people. It should be in terms of the learner because an instructional objective is not what the teacher does, but it is what the pupil does. It should be stated in full sentence. It should be non composite. ie., it should state only one ability or skill at a time. It should not be overlapping with another objective. It should be relevant to the subject. It should be worthwhile, achievable and testable It should have 2 parts - the modification part and the content part. Educational Objective Instructional Objective 1. Philosophy determines educational 1. Psychology is the basis of objectives instructional objectives 2. educational objectives are very 2. very specific broad 3. All school subjects may have 3. each school subject has specific common educational objectives teaching or instructional objectives 4. educational objectives include 4. instructional objectives a part of instructional objectives educational objectives 5. e.g., development of democratic 5. e.g., appreciation of the importance values, national integration of organic compounds in life, acquisition of knowledge about the properties of oxygen
Specifications / Specific Objectives: The statement of an objective can be further clarified by defining the modification part of the statement in terms of observable behavioural changes are called specifications of objectives or simply specifications. They delimit the scope of each objective. For e.g., if one has acquired knowledge of the term "work" he will be able to recall the definition of work and recognise the definition from others. Specifications are really the observable and measurable mental modifications which indicates the level of growth. They help the teacher to plan his learning activities and to develop test materials comprehensively. Bloom's Taxonomy of Educational Objectives Benjamin S Bloom and others made a comprehensive study and classified systematically the educational objectives into three categories namely cognitive, affective and Psychomotor. [ They gave the word "taxonomy" for their classification of educational objectives. In every category, these occurs hierarchical growth]. Cognitive Domain: The cognitive domain of educational objectives is concerned with the intellectual aspect of the mental process. It includes those objectives which deal with recall and recognition of knowledge and development of intellectual abilities. The different categories of cognitive domain are knowledge, comprehension, application, analysis, synthesis and evaluation. The different objectives of the domain are interdependent. Knowledge is a prerequisite of understanding (comprehension) and without understanding application is impossible. Thus these objectives of cognitive domain denote only different levels of learning. Affective domain: It includes objectives of interests, attitudes, values, development of appreciation and adjustment. Objectives under this domain are not stated very precisely and clearly. It is difficult to describe behaviour under this domain because internal feelings and emotions are not as clear overt behaviour manifestations. The objectives of affective domain are termed as long range objectives because these objectives are not easily attainable within one or two periods. But the objectives of cognitive domain are termed as short range objectives because they are attainable in one period. Thee different categories of affective domain are (Krathwohl, 1964) receiving, responding, valuing, organisation, and characterization by a value / value complex. At the level of receiving, the learner is sensitized to the existence of certain stimuli so that he is willing to receive or attend to the stimuli. When the student is sufficiently motivated, he responds or actively attends and then finds pleasure or enjoys the activity. This level concerns with enjoyment of self-expression in music, arts and craft. The category of valuing includes the worth of a thing or behaviour. Valuing results not by the desire to obey or comply but by the students' student's commitment to the underlying value that guides his behaviour. As the student successively internalizes values, he starts building up his own value system. In this concetualization process, he organizes his value system
and synthesizes into a value complex of higher order. The earlier four levels are the prerequisites of characterization. The individual responds in relation to the levels he has internalized and develops his own philosophy of integrated values and beliefs. Psychomotor Domain: Psychomotor domain comprises of motor and muscular activities guided by psyche. i.e., human mind. It deals with abilities and skills which are physical in nature but activated by an inner mental process. Hierarchy of psychomotor domain has been developed by Simpson (1972) involves the following levels. Perception, set, guided response, mechanism, complex overt response, adaptation, origination. Cognitive domain Knowledge: Knowledge is defined as the remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain. This may involve the recall of a wide range of material from specific facts to complete theories. Specifications: recall, recognise Comprehension: Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers) by interpreting material (explaining or summarizing) and by estimating futuretrends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material. Comprehension level includes 3 types of behaviour. a. Translation: expressing one form of communication into another form without changing the material. i. from one level of abstraction to another ii. from symbolic form to another form and vice-versa iii. from one verbal form to another b. Interpretation: Something more than merely changing form - rearrangement and a new view of the material c. extrapolation which includes behaviour like drawing conclusions, predictions etc.,: Extension of trends beyond the given data after transition and interpretation to study implication - goes beyond the limits of data with respect to time, topic and sample to universe and vice-versa. Specifications: illustrate, identify, interpret, explain, classify, cite example, detect error, discriminate, verify Application: It refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles. laws and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. Specification: give reason, establish, draw conclusion, formulate definition, infer, compute.
Analysis; It refers to the ability to breakdown material into component parts so that its organizational structure may be understood. This may include the identification of the parts and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. Synthesis: It refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operation or a set of abstract relations. Learning outcomes in this area stress creative behaviour with major emphasis on the formulation of new pattern or structures. e.g., proposes a plan for experiment, integrates learning from different areas into a plan for solving a problem. Evaluation: It is concerned with the ability to judge the value of material for a given purpose. The judgements are to be based on definite criteria. Learning outcomes in this area are the highest in the cognitive hierarchy because they contain elements of all of the other categories, plus conscious value judgements based on clearly defined criteria. e.g., judges the value of a work. Affective Domain Receiving: It represents the lowest level of learning outcome in the affective domain, The category of receiving has 3 different levels, the lowest level is the "awareness" of being conscious of something. The next point is that he is willing to receive and then he is attentive when something is given to them. It refers to the student's willingness to attend to particular phenomena or stimuli. e.g., The students are willing to take part in scientific activities, listens attentively, shows awareness of the importance of learning. Responding: It refers to active participation on the part of the student. At this level, he not only attends to a particular phenomenon but also reacts to it in some way. it includes the behaviours like compliance & willingness to respond and getting satisfaction by responding. Instructional objectives that are commonly classified under "interest" would fall into this category. e.g., students respond to the questions asked by the teacher, students feel happy after answering the questions correctly, completes assigned home work, obeys school rules, participates in class discussions, completes laboratory work etc., Valuing: It is concerned with the worth or value a student attaches to a particular object, phenomenon, or behaviour. At this level, individual is not motivated by the desire to comply or obey but he is motivated because of his own valuing or assessment and commitment to the underlying value.
e.g., students have faith in the power of reasoning and methods of experimenting and discussions, appreciates the role of students in every day life, demonstrates commitment to social improvement etc., Organisation: It is concerned with bringing together different values resolving conflicts between them and beginning the building of an internally consistent value system. Instructional objectives relating to the development of a philosophy life would fall into this category. e.g., The pupil develops a plan for doing some scientific activities and school work at home The pupil recognises the role of systematic planning in solving problems The pupil accepts responsibility for his own behaviour The pupil accepts his own strengths and limitations Characterisation by a value or value complex At this level, the individual has a value system that has controlled his behaviour for a sufficiently long time for him to have developed a characteristic "life style". i.e., The individual acts constantly in accordance with the values he has developed. e.g., Students develop a code of behaviour based on scientific attitudes - demonstrates self-reliance - practice co-operation in group activities - use objective approach in problem solving - demonstrate punctuality, self-discipline etc., Hierarchical structure of Affective domain Characterization Characterization Generalised set Organization of a value system Organization Conceptualization of a value
Valuing
Commitment Preference for a value Acceptance of value
Responding
Satisfaction in response Willingness to respond Acquiescence stage (No objection stage)
Receiving
Controlled attention Willingness to receive Awareness
Psychomotor domain Perception: The first level is concerned with the use of sense organs to obtain cues that guide motor activity. This , according to Simpson, is observed in the form of 3 specific behaviours, viz., sensory stimulation, cue selection, and translation Set: It refers to readiness to take particular type of action. This includes mental set, physical set, and emotional set.(willingness to act) Guided response: It is concerned with the early stages in learning a complex skill. It includes imitations and trial and error. Mechanism: It is concerned with performance acts where the learned responses have become habitual and the movements can be performed with some confidence and proficiency. Learning outcomes at this level are concerned with performance skills of various types but the movement patterns are less complex than at the next higher level Complex Overt Response: It is concerned with the skilful performance of motor acts that involve complex movement patterns. Learning outcomes at this level include highly co-ordinated motor activities. Adaptation: It is concerned with skills that are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation Origination: It refers to creativity of a new movement patterns to fit a particular situation or specific problem. Learning outcomes at this level emphasize creativity based upon highly developed skills. Learning Experiences A clearly defined objective has 2 parts - the behaviour (modification part) and the content part. The student learns the content to attain the behaviour modification and learning takes place by the interaction between the content and the learner. The experience gained by the learner as a result of his interaction with the content is the learning experience. i.e., Learning experience is the interaction of the content of the syllabus and the learner resulting in learning or modification of behaviour. So the nature of learning experiences determines the type of behavioural changes that result from the instructions given. Learning experiences are pupil activities planned with the specific purpose of producing the desired behavioural changes in them. Learning experiences are different from learning activities. What one gains from an activity is really termed as experience. For eg., A child catches a flame. This is an activity. As a result of this the child feels hotness and he gains the experience that "flame is hot". He learns from this experience that it is dangerous to catch the flame. Thus learning occurs when pupil has an experience. Hence, learning experiences are the means to attain educational goals whereas the activities through which learning experiences develop are
called learning activities. Therefore, learning activities result in learning experiences and lead to the achievement of objectives. Criteria of a good Learning experience are - appropriateness to behavioural changes - appropriateness to content area prescribed - adequacy and effectiveness in bringing about the desired changes - practicability Evaluation Objectives dictate desirable changes to be produced through education. The learning experiences are designed to bring about such behavioural changes as to realise the objectives. Hence, the effectiveness of the learning experiences determine the extent to which the objectives are realised. Evaluation is the process of determining the effectiveness of learning experiences and the extent of realization of the objectives. ie., it is the process of making judgements of the value of pupil's achievements. It is the process of finding out "how good" and "how much" is obtained by measurement. Objectives decide what behavioural changes are to be developed and what learning activities are to be provided for their realisation. The extent to which the learning activities result in learning experiences capable of realising objectives is determined by evaluation. So the objectives are the ends, learning experiences are the means and the evaluation is the evidence. In other words, evaluation is intimately related to objectives on one side and learning experiences on the other. This interrelatedness of 3 aspects of education is called the triangular relationship of O, L & E. Evaluation has to be a continuous process because the teacher wants to know the status of his students in the beginning of instruction, and at periodical intervals, in order to identify the behavioural changes produced. Therefore, the continuous evaluation helps us to know the extent to which changes are effected and to modify the learning activities in the light of the evidence collected. Instructional objectives and specifications of Physical Science Objective I The pupil acquires knowledge of facts, terms, concepts , principles in the field of physical science Specifications / Learning outcomes: The pupil - recalls facts, concepts, principles, properties etc., - recognises facts, concepts, instruments, devices, substances etc., Objective II The pupil develops understanding of facts, concepts , principles in the field of physical science Specifications / Learning outcomes: The pupil - illustrates a phenomenon or principles - gives experimental or theoretical proof - identifies relationship between concepts, principles etc., - discriminates between closely related concepts, instruments etc.,
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compares and contrasts related concepts instruments etc., or finds out similarities and dissimilarities - scrutinizes statements of facts - interprets charts, graphs etc., - detects errors in statements - expresses scientific ideas in different ways - judges adequacy of given data for the solution of a problem - uses appropriate units to express various qualities - assesses the various sources of errors and suggests how to minimize them - sees relationship between cause and effect - makes simple calculations based on scientific relationships - cites examples - classifies items as per criteria - explains a happening or phenomenon Objective III The pupil applies scientific knowledge in a new or unfamiliar situation. Specifications / Learning outcomes: - formulates definitions - substantiates assignments - suggests hypotheses - verifies hypotheses - analyses a situation or problem - gives new illustrations of a principle - develops an experimental procedure to test or verify a given situation or hypothesis - modifies or develops alternative experimental procedure to test or verify the knowledge of a situation - selects apparatus, procedures etc., with a purpose - suggests a plan to improvise a scientific appliance - finds reasons for a phenomenon - predicts a happening - draws inference from relevant facts or data - finds new uses for various appliances - locates a problem - establishes relationship between cause and effect - describes scientific phenomenon in clear, concise and accurate language - describes apparatus set up, experimental procedure etc. in appropriate language - arrives at generalizations Objective IV: The pupil acquires skill in handling apparatus, recording observations and drawing diagrams Specifications / Learning outcomes: The pupil - judges arrangements of apparatus material and locates defects if any - shows a keen sense of observation
- handles instruments, apparatus and material and arranges and uses them properly - cleans and maintains apparatus and instruments properly - repairs appliances - improvises simple equipments - conducts experiments as per plan - takes necessary precautions in experiments - selects appropriate instruments - takes measurements and reads instruments accurately - selects suitable scales to draw graphs - sketches arrangements of apparatus - records observations and measurements - constructs tables, and charts to present data in an effective manner - labels the parts of diagram accordingly - uses proper techniques and instruments in drawing diagrams - makes suitable modifications when required Objective V The pupil develops interest in the world of science Specifications / Learning outcomes: The pupil voluntarily - reads scientific literature - collects samples of scientific material, photographs etc., - collects scientific information from various sources - observes natural phenomenon - engages in scientific hobbies - writes articles on scientific topics - participates and shows initiative in scientific activities such as science club, science exhibition, etc., - seeks pleasures and delight in preparing models, tools etc. Objective VI The pupil develops scientific attitude , values and qualities Specifications / Learning outcomes: The pupil - shows intellectual honesty - shows objectivity in drawing conclusions from experiments - adopts scientific and systematic procedure - develops open mindedness in receiving new ideas and facts - shows curiosity - shows spirit of team work, self help and self-reliance - derives intellectual satisfaction from scientific pursuits - practices economy in use of materials - honestly records observations - discusses all problems and ideas in a calm and composed manner - develops a sense of dedication - shows eagerness to know and understanding things
Objective VII The pupil develops a sense of appreciation Specifications / Learning outcomes: The pupil - realises the importance of science in human progress - derives a sense of pleasure in understanding the advance of science and technology in the modern world - expresses joy , excitement and thrills at every significant achievement - shows respect and admiration for great scientists - realising the significance and inventions in science and the impact on human life and society - shows eagerness to share and convey his joy and thrill to others