1.
Instructional goals and objectives
Instructional design:
What do you want your learners to learn? (objectives)
How will you know your learner has learned it? (assessment)
What are the best methods for accomplishing it? (design)
Goals are a broad statements of intention
Hope for outcome of instruction
Objectives: what is involved in meeting in goal
Instructional objectives are specific about how and what to degree the instruction will impact the
learner
Mager’s Performance Objectives
- Action: identifying the action the learner will take when he or she has achieved the objective
- Condition: describe the relevant conditions under which the learner will act
- Criterion: specify how well the learner must perform the action
ABCD’s of objectives
- Audience: identify and describe the learners
- Behavior: describe what is expected after the learners instruction
- Conditions: describe the setting and circumstances in which the learner’s performance will occur
- Degree: explain the standard for acceptable performance
Enabling objectives and terminal objectives
- Terminal objective explains the overall learning outcome
- Enabling are supporting descriptions for observable behaviors or actions that indiciate the
terminal acceptable have been achieved
Writing Objectives: Bloom’s Revised Taxonomy use them to make learning objectives
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
1. Create: Put together elements to form a new, coherent whole. Generate, Plan, Produce
2. Evaluate: make judgments based off of standards and criteria. Check, Critique
3. Analyze: break materials in its part and determine how the parts relate to one another and
overall to structure and plot. Differentiate, Organize, Attribute
4. Apply: carry out or using a procedure in a given procedure. Execute, Implement
5. Understand: construct material from instructional materials including oral, written and graphic
communication. Interpret, Exemplify, classify, remember
6. Recognize: remember and recall