1 / 35

Writing Instructional Objectives

Writing Instructional Objectives. Prof.(Dr) PK Tulsi Head, Deptt. O f Education & Educational Management, NITTTR, Chandigarh. ( Mager , p. 11). INSTRUCTIONAL OBJECTIVES. Descriptive statements regarding what a student will be able to do at the end of a unit of instruction. Examples

connor
Télécharger la présentation

Writing Instructional Objectives

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing Instructional Objectives Prof.(Dr) PK Tulsi Head, Deptt. Of Education & Educational Management, NITTTR, Chandigarh

  2. (Mager, p. 11)

  3. INSTRUCTIONAL OBJECTIVES • Descriptive statements regarding what a student will be able to do at the end of a unit of instruction. • Examples • Define efficiency • Define programming • Compare diesel engine with petrol engine • Differentiate between deep and shallow foundation • Differentiate between stack and array • Identify the mistake in the programme written in C++ • Design a staircase for three storey residential building • Design an engine for SUV of given specification

  4. Characteristics of a good instructional objective • Stated in terms of student’s behaviour • Specific- Action verb • Observable • Measurable • Realistic • Time framed

  5. Domains of Objectives • Cognitive • Psychomotor • Affective

  6. Domains of Instructional Objectives • Cognitive Domain-acquisition of information (Knowledge) • Psychomotor-development of skills (Skills) • Affective- development of attitudes, values etc.(Attitudes)

  7. Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

  8. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

  9. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

  10. Remembering The learner is able to recall, restate and remember learned information. Rote memorization Verbs: List, Name, Enlist, State, Define, Locate, Identify, Repeat Reproduce

  11. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarising • Inferring • Paraphrasing • Classifying • Comparing • Explaining   Can you explain ideas or concepts? Verbs: Explain, Give examples, Interpret, Derive, Compare, Classify, Differentiate, Distinguish

  12. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing  Can you use the information in another familiar situation? Verbs: Apply, Compute, Calculate, Implement,Translate Manipulate, Illustrate

  13. Analysing The learner breaks learned information into its parts to best understand that information. Can you break information into parts to explore understandings and relationships? Verbs: Analyze, Locate , Find out, Explain, Examine, Investigate, Criticize

  14. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Can you justify a decision or course of action? Verbs: Judge, Evaluate, Appraise, Determine, Measure, Prioritize, Justify, Argue, Defend, Conclude

  15. Creating The learner creates new ideas and information using what has been previously learned.  Can you generate new products, ideas, or ways of viewing things? Verb: Design, Construct, Plan, Write, Compose, Assemble, Organize, Invent, Compile, Devise, Prepare, Develop Originate, Generate

  16. PSYCHOMOTOR DOMAIN NATURALIZATION ARTICULATION PRECISION MANIPULATION IMITATION

  17. AFFECTIVE DOMAIN

  18. GRONLUND’S APPROACH GENERAL OBJECTIVES SPECIFIC OBJECTIVES MAGER’S APPROACH PERFORMANCE CONDITIONS STANDARDS OF PERFORMANCE/CRITERIA

  19. INSTRUCTIONAL OBJECTIVES: INTRODUCTION TO SYSTEM General Objectives • Understand the concept and types of system Specific Objectives • Explain system • Differentiate between open and closed system • Differentiate between static and dynamic system • Give examples of open and closed system • Give examples of static and dynamic system

  20. DC Machines • Understand the construction and applications of DC machines Specific • Label the parts of a DC machine • Explain the function of various parts of DC machine • Write winding scheme for the armature winding • Explain the characteristics of different types of DC machine • Explain methods for speed control of DC machine

  21. Explain the effect of armature reaction in a DC machine • Define commutation • Describe methods for determining efficiency of a DC without actual loading of the machine • List the maintenance task of a DC machine

  22. Multi stage Amplifiers • Understand the concept and uses of Multi stage Amplifier • Explain multi stage amplifier • Enlist various types of multi stage amplifier (RC coupled, transformer coupled; direct coupled) • Differentiate among various types of multi stage amplifier • Explain gain of multi stage amplifier • State the uses of multi stage amplifier

  23. Data Communication and Computer Network • Understand Data Communications System and its components • understand basic computer network technology Specific • Enlist the basic elements of data communication • Differentiate among three data transmission modes (Simplex, half Duplex, Full duplex) • Explain three different types of data transmission speeds

  24. State advantages and disadvantages of various types of transmission media • Distinguish between synchronous and asynchronous transmission • Compare the relative advantages and disadvantages of digital and analog transmission------------

  25. Examples of instructional objectives in psychomotor domain • Verify Bernoulli's equation • Verify of Ohm’s Law 3. Determine friction loss in flow through pipe • Calibrate of orifice meter and calculation of Cd, Cv, Ce 5. Calibrate of Venturimeter • Determine of discharge coefficient of V-notch • Operate lathe machine • Drill a hole in the wall • Make a lap joint

  26. Determine the shape of the electric field around charge configurations on a piece of conductive paper Explore Computer Setup 1. Plug the PASPORT USB Link Interface into the computer’s USB port. 2. Plug the Voltage/Current Sensor into the USB interface. This will automatically launch the PASPortal window. 3. Choose the appropriate DataStudio configuration file entitled

  27. Equipment Setup 1. Use a conductive ink pen to draw two "point charges" on a piece of conductive paper. See Note: Place the conductive paper, printed side up, on a smooth hard surface whenever you use the conductive ink pen. 2. Let the ink dry on the paper and then attach the paper to a corkboard using the metalpushpins. 3. Make sure the power supply is "off". Use a pushpin and wire to connect one point charge to the negative terminal of a DC power supply. Connect the other point charge to the positive terminal. 4. Use a pencil to label the two point charges as "-" (negative) and "+" (positive). 5. Tape together the ends of the voltage leads of the Voltage/Current Sensor so that the two tips are a fixed distance apart.

  28. 6. Use the pencil to draw several arrows pointing away from the "-" (negative) charge as shown. (Make the arrows as long as the distance between the tips of the voltage leads.) 1. Turn on the power supply and adjust the voltageto 10 volts. 2. Hold the voltage leads at an angle so the tip of the black voltage lead touches the conductive paper at the point of an arrow and the tip of the red voltage lead does not quite touch the paper Note: Touch the tip of the voltage leads only on the solid black areas of the paper conductive. Do not touch the grid marks or lines on the paper. 3. In DataStudio on the Experiment menu, click Monitor Data. 4. Tilt the voltage leads upright so both tips touch the conductive paper. Check the voltage in the Digitsdisplayin DataStudi

  29. Examples of Instructional objectives in Affective Domain • Obey rules • Observe safety precautions • Attend classes regularly • Maintain punctuality • Cooperates with others • Exhibit honesty • Respect others

  30. Benefits of writing instructional objectives • Monitor progress • Help in organizing study material/taking notes • Alert students to what is expected of them Expectations are very clearly defined • Serve as a basis for the selection of instructional methods, media and materials • Determine the appropriate ways to evaluate the learning

  31. Thank you

  32. Generalized Treatment of Electrical Machines • Explain the need for electromechanical energy conversion • Differentiate between motor and generator • Explain basic principles of generating and motoring action • Define/ Explain torque • Explain the significance of torque angle • State the working principle of electrical rotating machines

  33. DC Machines • Label the parts of a DC machine • Explain the function of various parts of DC machine • Write winding scheme for the armature winding • Explain the characteristics of different types of DC machine • Explain methods for speed control of DC machine • Explain the effect of armature reaction in a DC machine • Define commutation • Describe methods for determining efficiency of a DC without actual loading of the machine • List the maintenance task of a DC machine

  34. Data Communication and Computer Network • Enlist the basic elements of data communication • Differentiate among three data transmission modes (Simplex, Half Duplex, Full duplex) • Explain three different types of data transmission speeds • State advantages and disadvantages of various types of transmission media • Distinguish between synchronous and asynchronous transmission • Compare the relative advantages and disadvantages of digital and analog transmission------------

  35. Planning the Computer Programme • Explain the purposes of a computer programme • Define an algorithm • State the characteristics of instructions in algorithm • Explain flowcharts with suitable examples • Label symbols for flowcharts • State the rules for creating flowcharts • State/enlist advantages and disadvantages of flowcharts • Describe the steps to be followed in constructing decision tables • Explain the basic logic structure of a pseudo code

More Related