UNIT I

AIMS AND OBJECTIVES OF TEACHING

UNIT-I: • Meaning, Nature, Scope, Need and
Significance, Values, Aims and Objectives
• Instructional objectives and Behavioural
AIMS AND
OBJECTIVES OF Objectives
TEACHING • Need and Importance of Instructional
Objectives.
• Bloom’s Taxonomy of Instructional
Objectives: Cognitive, Affective and
Psychomotor Domains
• Revised Bloom’s Taxonomy 2001 (Anderson
&Krathwohl).
• Correlation between subjects
 ?
Meaning of …….
Nature of ………
Scope of ……….
Need and Significance of ……….
Values of teaching/ learning ………
Aims and Objectives of teaching ……….
 AIMS

A general statement, written in broad terms, explaining what is intended to achieve, is called
aim.

It is the overall purpose or the desired outcome, of the entity, which indicates what and where
you expect to be, at the end.
 To prepare student for democratic citizenship.

 To develop a moral character and personal discipline.

CHARACTERISTICS OF AIMS

 General /Overall Purpose

 Long Range / No time bound

 End Point Results

 OBJECTIVES

Objectives are concrete targets or goals, that needs to be fulfilled within a

time frame and with limited resources.

They are used in different context and are in the form of short sentences,
explaining what you want actually.
THE CHARACTERISTIC OF OBJECTIVES

• It must be understandable.
• It should be concrete and specific.
• It should be related to a time frame.
• It should be measurable and controllable.
• Different objectives must correlate with each other.
• Objectives can be arranged according to their importance and priority.
Criteria Aims Objectives
Broad, general statements about what is to be Specific, precise statements about the
Definition
achieved in the long term. measurable outcomes.
Scope Broad and long-term. Narrow and short-term.
Focuses on specific actions or steps to achieve
Focus Focuses on the overall purpose or intention.
the aims.
Long-term, often the entire duration of a course Short-term, typically achieved within a specific
Time Frame
or project. lesson or activity.
Measurability Not easily measurable. Easily measurable and observable.
Nature Qualitative and abstract. Quantitative and specific.
"By the end of the lesson, students will be able
Examples "To develop critical thinking skills in students."
to solve 10 critical thinking problems."
Purpose Provides general direction or vision. Specifies the steps or tasks to fulfill the aim.
 LEVELS OF OBJECTIVE

1. Institutional Objectives

2. Instructional Objectives

3. Specific Outcomes of learning or specifications or Behavioural

Objectives
 INSTRUCTIONAL OBJECTIVE

An instructional objective is "a collection of words and/or pictures and

diagrams intended to let others know what you intend for your
students to achieve".
Instructional objectives are the answers to the following questions:
 For what purpose should I teach this lesson?
 For what purpose has the pupil learn this?
• Instructional objectives are measurable terms that describe
what learners will be able to do after the instruction.

• It is essential to have clearly outline instructional objectives

to make sure that what is taught in the courses matches the
intended outcome.
The characteristic of instructional objectives (SMART)
 Specific

 Measurable

 Achievable

 Realistic or Relevant

 Time bound
 NEED AND IMPORTANCE OF INSTRUCTIONAL
OBJECTIVES

 Instructional objectives determine the selection of learning experiences, learning activities

and methods of evaluation.
 They state in clear terms behaioural changes expected from a learner after an encounter with a
learning activity.
 Helps the teacher to construct goals, objectives, and instructional and assessment
methodology for the classroom
 They provide a guide for choosing subject matter (content) to be taught, in designing appropriate
teaching methods and selection of learning materials depending on the amount of content to be
covered.
 They help in allocating teaching time.

 They help in deciding on criteria for evaluating the quality and efficiency
of the teaching and learning activities, thus providing feedback to the
teacher about the learners’ performance. In this way, remedial teaching
can be done where necessary.

 They control the behavior of the learners and the teacher.

 BLOOM'S TAXONOMY OF INSTRUCTIONAL
OBJECTIVES
• The word taxonomy is derived from two Greek words - taxis, which means order
or arrangement, and nomos, which means law or science.
• The Taxonomy of Educational Objectives is a framework for classifying statements of
what we expect or intend students to learn as a result of instruction.
• Benjamin S. Bloom and his associates of USA
• This classification of objective is known as Blooms taxonomy of educational
objectives. The objectives have been arranged in a hierarchical order of ‘simple to
complex’.
● Cognitive Domain- Knowledge field
● Affective Domain- feeling field
● Psychomotor Domain-doing field

​Every educational activity should be planned to develop all this domain of the learner. Hence these
three domains are mutually interrelated and interdependent also.

● Cognitive- thought process

● Affective- interest, attitudes and feelings
● Psychomotor- Physical
COGNITIVE DOMAIN:
(B. S BLOOM, 1956)

• Under this domain six major

classes of objectives are
arranged in hierarchical order.
The sequence is on the basis of
complexity of tasks from simple
to complex.
• a) Knowledge: it implies mere remembering of previously learned material. It includes knowledge of
common basic terminology, specific, facts, methods and procedures, fundamental concepts and practices,
etc.

• b) Comprehension: understanding of facts and principles, interpreting learnt material, translating verbal
material to graphical or equation form, estimating consequences implied in data and extrapolation of
information, etc.,

• c) Application: it includes application of concepts and principles of new situations, application of laws
and theories to practical situations, solving problems, constructing charts and demonstrating correct usage
of a method or procedure etc.,
• d) Analysis: This category includes the abilities to recognize assumptions and logical fallacies in
reasoning and analyse organizational structure or identify components part of a whole problem, etc.,

• e) Synthesis: This involves the ability of an individual to put together elements or parts so as to form a
meaningful whole or a new pattern. It involves the ability to give new shape or structure to statements or
procedures.

• f) Evaluation: This is the highest level of cognitive structure. It is also the most complex ability which
involves all the earlier abilities. It enables an individual to judge a material, method, product or process
against a standard and to establish the worth of it. Judgments are both quantitative and qualitative.
AFFECTIVE
DOMAIN:
(KRATHWOHL,
1964)
• 1) Receiving: The lowest category in this domain refers to a student’s willingness to attend a
classroom activities or stimuli and is denoted by acts such as
• (1) listening attentively,

• (2) showing sensitively to human needs and social problems, etc., It is the awareness of feelings and
emotions as well as the ability to utilise selected attention.

• 2) Responding: This refers to active participation on the student and is characterized by

• (a) completion of assigned work

• (b) obeying rules and regulations

• (c)participating in discussions

• (d) showing interest in the subject

• (f) enjoying helping others, etc.

• 3) Valuing: This refers to the value or worth a student attaches to a subject, phenomenon or work and can vary
from a mere acceptance to
• (1) a demonstration of belief (2) an appreciation of the role of science and technology (3) showing concern for the
welfare of others (4) demonstrating problem solving attitude, etc. it is the ability to see the worth of something and
express it.

• 4) Organization: This category is concerned with a bringing together different values, resolving conflicts between
them and development of an internally consistent value system.

• This ability is characterized by (1) recognizing the role of planning in solving problems (2) accepting responsibility for
own behaviour (3) understanding and accepting strengths and weakness, etc. it is the ability to prioritise a value over
another and create a unique value system.
• 5) Characterization by a value or value complex: The final category denotes the
development of a characteristic ‘life style’ with consistent and predictable based on a
value system that the individual has developed. This is characterized by demonstration of
self-reliance, punctuality and self discipline, etc.
• It is the ability to internalise values and let them control the person’s behaviour.
PSYCHOMOTOR
DOMAIN (DAVE-
1970)
• i. Imitation- (Observing and copying someone else) : It is the lowest level of neuro-muscular
activity. It starts as impulse and may grow into an overt act with the capacity to repeat the
performances. It is the Observing and patterning behaviour after someone else. Performance may be
of low quality.

• ii. Manipulation- (Guided via instruction to perform a skill): Being able to perform a skill on one's
own after taking lessons or reading about it. In this level, Follows instructions to build a model. It
involves differentiating among various movements and selecting the proper one.
• iii. Precision-(Accuracy, proportion and exactness exist in the skill performance without the
presence of the original source): Practice or repetition of performance will decrease the faults in
performance. Precision is related with speed, accuracy, proportion and exactness in performances.
Working and reworking something, so it will be “just right.” Perform a skill or task without
assistance. The learner can demonstrate a task to a beginner.

• iv. Articulation-(Two or more skills combined, sequenced, and performed consistently): The
individual will be able to handle many actions in unison. This ability involves co-ordination in
action. Coordinating and adapting a series of actions to achieve harmony and internal consistency.
• v. Naturalization-(The performance is automatic with little physical or mental exertion): Perfection
in performance is the final level in psychomotor skill. On attaining perfection, actions become
automatic. Mastering a high level performance until it becomes second-nature or natural, without
needing to think much about it.
REVISED BLOOM’S TAXONOMY (RBT)
 • In 2001 a team lead by Lorin Anderson (former student of Bloom) revised the taxonomy. The
names of six major categories were changed from noun to verb forms. The taxonomy stresses that
thinking is an active process; the reason why verbs are more accurate.

• A statement of a learning objective contains a verb (an action) and an object (usually a noun).

● The verb generally refers to [actions associated with] the intended cognitive process.

● The object generally describes the knowledge students are expected to acquire or
construct.
 THE COGNITIVE PROCESS DIMENSION

Remembering
Retrieve relevant knowledge from long-term memory. Recognizing or recalling knowledge from memory. Remembering is
when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.
● Make a list of the main events of the story.
● Make a time line of events.
● Make a facts chart.
● Write a list of any pieces of information you can remember.

• Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label, list, match,
name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate, and tell.
Understanding
Construct meaning from instructional messages, including oral, written and graphic communication.
● Cut out, or draw pictures to show a particular event.
● Illustrate what you think the main idea may have been.
● Make a cartoon strip showing the sequence of events.
● Write and perform a play based on the story.
● Retell the story in your own words.
● Write a summary report of the event
● Prepare a flow chart to illustrate the sequence of events

• Appropriate learning outcome verbs for this level include: abstract, arrange, articulate, associate, categorize, clarify, classify,
compare, compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify, explain,
extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict,
rearrange, reorder, rephrase, represent, restate, summarize, transform, and translate.
Applying
• Carry out or use a procedure in a given situation. Applying relates to or refers to situations where learned material is
used through products like models, presentations, interviews or simulations
● Make up a puzzle or a game about the topic.

● Write a textbook about this topic for others

• Appropriate learning outcome verbs for this level include: apply, calculate, carry out, classify,
complete, compute, demonstrate, dramatize, employ, examine, execute, experiment, generalize,
illustrate, implement, infer, interpret, manipulate, modify, operate, organize, outline, predict, solve,
transfer, translate, and use.
Analyzing

Break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure
or purpose. (e.g., analyze the relationship between different characters in a play; analyze the relationship between
different institutions in a society).
● Make a flow chart to show the critical stages.
● Construct a graph to illustrate selected information.

• Appropriate learning outcome verbs for this level include: analyze, arrange, break down, categorize, classify,
compare, connect, contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide,
explain, identify, integrate, inventory, order, organize, relate, separate, and structure.
Evaluating
• Make judgments based on criteria and standards. (e.g., detect inconsistencies or fallacies within a
process or product, judge which of two methods is the way to solve a given problem, determine
the quality of a product based on disciplinary criteria).

Appropriate learning outcome verbs for this level include: appraise, apprise, argue, assess,
compare, conclude, consider, contrast, convince, criticize, critique, decide, determine,
discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review,
score, select, standardize, support, test, and validate.
Creating
Put elements together to form a coherent whole; reorganize into a new pattern or structure. Creating requires users to put parts
together in a new way, or synthesize parts into something new and different creating a new form or product.
● Invent a machine to do a specific task.
● Design a record, book or magazine cover for...
● Sell an idea

• Appropriate learning outcome verbs for this level include: arrange, assemble, build, collect, combine, compile, compose,
constitute, construct, create, design, develop, devise, formulate, generate, hypothesize, integrate, invent, make,
manage, modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise,
rewrite, specify, synthesize, and write.
 SPECIFIC/ BEHAVIOUR OBJECTIVES

The instructional objectives which are stated at a very general level (Knowledge, Comprehension,
etc.)are not easily observable and measurable. Therefore these objectives have been made more
specific and operational by analysing them in terms of pupil behaviours. They are called
specifications. They tell us what pupil will do or how he will behave if he has realised an objective.
VERB LIST FOR
WRITING BEHAVIORAL
OBJECTIVES
WRITING THE BEHAVIOURAL OBJECTIVES

Components
1. Audience
2. Behavioural verbs
3. Content
•
• Eg: The learner will be able to explain the concept of banking
• The learner will be able to define the rules of debit and credit
•
 CORRELATION BETWEEN SUBJECTS

• Maths
• https://www.ukessays.com/essays/mathematics/correlation-of-mathematics-with-other-school-
subjects.php

• Science
• https://www.preservearticles.com/education/what-is-the-correlation-of-science-with-other-
subjects/28055
• Biology
• https://www.mgkvp.ac.in/Uploads/Lectures/15/3965.pdf
• Commerce
• https://www.slideshare.net/HarpreetKaur148/correlation-of-commerce-with-other-subjects
• Language
• https://www.slideshare.net/taheminanaaz/correlation-of-language-with-other-subjects
• Computer Science
• https://science.jrank.org/pages/8782/Computer-Science-Relationships-Other-
Disciplines.html
• Geography
• https://www.yogiraj.co.in/correlation-of-geography-within-the-subject-and-with-other-
subjects
• Social Science
• https://www.pupilstutor.com/2021/09/correlation-of-social-science-with-other-
subject.html