Objectives |
Performance Objectives Instructional goal: Create a clear, complete, original objective. Terminal objective: Given a specific subject, grade level, topic, and description of the learners, create a clear, complete, original objective that can be used to develop an appropriate lesson plan for a K-12 classroom, either real or simulated (i.e., in a pre-service teacher education course). Main step 1. Described desired end product/behavior. Performance objective for main step 1. During an Inquiry Into Teaching and Learning class for undergraduate pre-service teachers at the main campus of Kent State University, decide what the desired end product/behavior is for an original, sample lesson, given a description of the learners and their needs. This desired end product/behavior should be measurable, observable, and identifiable as belonging to one of Gagne’s five learning domains: verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. Subordinate skills 1.1 Define and give an example of observability. Subordinate objectives 1.1.1 When requested either orally or in writing to define the term, observability, define the term. 1.1.2 When requested either orally or in writing to give an example of observability, state an example of an outcome that is observable. 1.1.3 Given an example of an instructional outcome, state whether or not the outcome is observable. Subordinate skills 1.2 Define and give an example of measurability. Subordinate objectives 1.2.1 When requested either orally or in writing to define the term, measurability, define the term. 1.2.2 When requested either orally or in writing to give an example of measurability, state an example of an outcome that is observable. 1.2.3 Given an example of an instructional outcome, state whether or not the outcome is measurable. Subordinate skills 1.3 Classify desired outcomes by the learning domain to which they belong. Subordinate objectives 1.3.1 Given an example of a verbal information end product/behavior resulting from instruction, state the learning domain to which it belongs. 1.3.2 Given an example of an intellectual skills end product/behavior resulting from instruction, state the learning domain to which it belongs. 1.3.3 Given an example of a psychomotor skills end product/behavior resulting from instruction, state the learning domain to which it belongs. 1.3.4 Given an example of an attitude end product/behavior resulting from instruction, state the learning domain to which it belongs. 1.3.5 Given an example of a cognitive strategies end product/behavior resulting from instruction, state the learning domain to which it belongs. Main step 2. Identify conditions related to desired instructional outcome. Performance objective for main step 2. Given a self-chosen, desired end product/behavior, identify at least one condition related to the desired instructional outcome. Subordinate skill 2.1 Specify information (cue or stimulus needed by learners to demonstrate desired end product/behavior. Subordinate objective 2.1.1 When asked orally or in writing, state the cue(s)/stimulus(i) needed for learners to demonstrate achievement of the desired outcome. At least one cue/stimulus should be stated. Subordinate skill 2.2 Identify equipment, if any, necessary to demonstrate desired end product/behavior. Subordinate objective 2.2.1 When asked orally or in writing, name any equipment needed for learners to demonstrate achievement of the desired outcome. Subordinate skill 2.3 Identify materials, if any, necessary to demonstrate desired end product/behavior. Subordinate objective 2.3.1 When asked orally or in writing, name any materials needed for learners to demonstrate achievement of the desired outcome. Subordinate skill 2.4 Identify environmental conditions that are relevant to demonstration of the desired end product/behavior. Subordinate objective 2.4.1 When asked orally or in writing, name any environmental considerations, for example, location of performance, needed for learners to demonstrate achievement of the desired outcome. Main step 3. Identify criterion for successful achievement of desired end product/behavior. Performance objective for main step 3. Given a self-chosen, desired end product/behavior, identify all criteria required to demonstrate achievement of the desired instructional outcome. Subordinate skill. 3.1. State the acceptable amount of output necessary to demonstrate successful achievement of desired end product/behavior. Subordinate objectives 3.1.1 (If applicable) Given a self-chosen, desired end product/behavior, state the acceptable amount of output necessary to demonstrate successful achievement of desired end product/behavior. Subordinate skill. 3.2 Describe the minimum standard of quality necessary to demonstrate an acceptable level of achievement of the desired end product/behavior. Subordinate objectives. 3.2.1 Given a self-chosen,
desired end product/behavior, state the degree of accuracy or correctness 3.2.2 Given a self-chosen,
desired end product/behavior, state all specifications that must be met to Subordinate skill. 3.3 State the time limits within which the desired end product/behavior must be demonstrated. Subordinate objective. 3.3.1 Given a self-chosen,
desired end product/behavior, state any the time limits within which the Main step 4. Write out the objective.
Performance objective for main step 4. Given a description of the
learners and their instructional needs, write out a complete performance Subordinate skill. 4.1 Write the desired performance. Subordinate objective. 4.1.1 Given a description of
the learners and their instructional needs, state the desired performance in Subordinate skill. 4.2 Write a phrase stating
the conditions needed to successfully demonstrate achievement of desired Subordinate objective 4.2.1 Given a description of
the learners and their instructional needs, and a statement of the desired Subordinate skill. 4.3 Write a phrase stating
the criterion(a) needed to successfully demonstrate achievement of desired Subordinate objective 4.3.1 Given a description of
the learners and their instructional needs, and a statement of the desired Subordinate skill. 4.4 Link the three elements in a clear, grammatically correct, and logically ordered sentence or sentences. Subordinate objective
4.4.1 When requested either orally or in writing, write a clear, grammatically
correct, and logically ordered Main step 5. Evaluate the objective that has been created.
Performance objective for main step 5.
In the Inquiry class setting, evaluate the objective that has been Subordinate skill
5.1 Accurately provide a yes answer to the question, “Does the objective
clearly state the desired end Subordinate objective
5.1.1 Given the created objective, accurately answer yes to the question,
“Does the objective clearly state Subordinate skill 5.2. Accurately provide a yes answer to the question, “Is the verb observable and learner-centered?” Subordinate objective
5.2.1 Given the created objective, accurately answer yes to the question,
“Is the verb observable and Subordinate skill
5.3 Accurately provide a yes answer to the question, “Is the
(measurement) criterion logical, realistic, Subordinate objective
5.3.1 Given the created objective,
accurately answer yes to the question, “Is the (measurement) criterion Subordinate skill
5.4 Accurately provide a yes answer to the question, “Is the
(measurement) criterion logical, realistic, Subordinate objective
5.4.1 Given the created objective,
accurately answer yes to the question, “Is the (measurement) criterion Subordinate skill
5.5 Accurately provide a yes answer to the
question, “Are conditions clearly stated and consistent with the Subordinate objective
5.5.1 Given the created objective,
accurately answer yes to the question, “Are conditions clearly stated and Subordinate skill
5.6 Accurately provide a yes answer to the question, “Is the objective
congruent with the learner and Subordinate objective
5.6.1 Given the created objective, accurately answer yes to the question,
“Is the objective congruent with
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© 2003 Lisbeth K. Justice |