1.

What exactly is an objective and how does it differ from

a goal?
2. What does an instructional objective need to
include in order to be effective?
3. Take a moment to write two objectives you recently
wrote and then put it aside….we’ll revisit it later
 Goal Objective
This is the overall These are the
end result you explicit and
want the measureable
students to performances
accomplish after the students
the instruction. must accomplish
in order to reach
the goal.
 NOW LET’S GET STICKY
Learner
Goals Objectives Outcomes
What the The specific, The expected
behaviors/skills the
student is measurable, student should be able to
perform at the end of the
intended to observable course/unit.

behaviors the These are more bored and

master/perform tend to not state
student will specifically how the
by the end of perform to reach
student will perform the
skill, just that they are
the the goal. expected to perform it.

course/lesson. The difference between goals and learner

outcomes are still Debated. Some allege they are
 THERE ARE THREE (3)
CATEGORIES OF LEARNING
OBJECTIVES (or Domains , as they
are generally called)
 LEARNING
DOMAINS
Cognitiv Affectiv Psychomo
e e tor
Physical
Emotions, coordination, and
This
Mentalis the motivation, and skills,
and fine motor
portion
knowledge
skills gross
attitudes. skills.
These are
. like the
This is what we just sequential
domain.
over thus far cognitive
went
Blooms Some researchers There are
with
Critical thinking proposed
taxonomy. allege these stages several
for this
cognitive
and taxonomies
progress in the levels are not sequential domain;
processes
complexity the
of like the cognitive
you go up.
further domain while others
disagree.
WHY THE CHANGES?
1. Knowledge is a product of
thinking, not a category of
thinking in itself. So it was
changed to Remembering.
2. The taxonomy changed from
nouns to actionable verbs.
3. Comprehension changed to
Understanding.
4. Synthesis changed to Creating
because creative thinking is a
more complex skill than critical
thinking (synthesis) and
therefore, not only did the word
change but where it is located on
the taxonomy.
5. Older Bloom was more
applicable toward younger
audiences (elementary) but the
New Blooms accommodates a
more comprehensive audience.
THINK OF THE TAXONOMY
MORE LIKE A
LADDER
Creating
Evaluatin
g
Analyzing
Applying
Understanding
Remembering
 Creatin
g
Evaluatin
g

Analyzin
g

Applyin
g
Rememberi
Understandi
ng
ng
 Recalling or restating
facts

identify, describe, name, label,

recognize, reproduce, follow, define,
list, locate, name, find, retrieve,
repeat, re/state, duplicate, memorize
Ability to create own meaning from new learning

Examples:
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Using the new knowledge in a familiar or
different context.
Examples:
choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule, sketch,
solve, use, write
Breaking the new knowledge down into
discrete parts and identifying how the parts
relate to the whole.

Examples:
Differentiating, attributing, organizing, appraise,
compare, contrast, criticize, discriminate,
distinguish, examine, experiment, question, test.
Making judgments and critiquing

Examples:
Critique, appraise, argue, defend, judge, select,
support, value, evaluate
Putting pieces together to form something
new.

Examples:
Generating, producing, planning,
assemble, construct, create, design,
 ACTIVITY 1
I w i l l give you several examples and
you identify what cognitive domains it
exemplifies and explain why you
made your choices.
1. What events led to the Civil War?
2. What is the definition an ionic bond?
3. Who wrote War and Peace?
4. What is an example of a primary source document?
5. What is the relationship between sine and cosine?
6. What changes to “Obama Care” would you make? Why?
7. Do you believe the Civil War was fought more for Political or Economic reasons? Defend your
position.
8. Design a re/solution to the Israeli/Palestinian Conflict.
9. Explain why energy plays a role in living systems.
10.What would happen if we mix ammonia and bleach together?
11.By developing your own plan of action, how would you resolve the obesity problem in America?
12.What other instance does Shakespeare portray good evil in Othello?
Affective
Domain
The affective
domain describes learning objectives that
emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.

Affective objectives vary from simple attention

to selected phenomena to complex but internally
consistent qualities of character and conscience.
 Hierarchical Classification
Internalizi of the Affective Domain

ng
Organizin
g

Valuing

Respondi

ng
Internalizi
ng
Organizin
g

Valuing

Respondi

ng
Receivin Respondi Valuing Organizin Internalizi
g ng to g
The worth or ng
Stimuli
Listening
Stimuli value one Willing to A value system
to others Active assigns to the support and be established that Non-
with participation stimuli. Even an advocate. controls behavior;
respect; ; willingness though they Prioritizing it is consistent
sequential
to respond are values,
listening to
and internalized, comparing and
and pervasive. Classification
new Work well with
knowledge.
satisfaction they are contrastin
g values; others and of The
in overtly
Examples: responding identifiable. managing independently,
self-advocacy
Affective
conflict and
replies, (motivation). Willing to creating practiced. Willing Domain
selects, Examples: be resolutions based to change
names, involved. upon these behavior for good
Answers, aids, values and the
follows, assists, Examples: and revise
describes, priorities judgment when
complies, Differentiates,
ascribe to each. new insight
identify, conforms, demonstrates,
points to, completes, Examples: comes into play.
presents, read,
justifies, reads, Compare,
asks, and write, labels, proposes,
Examples:
chooses helps, contrast,
shares, selects, organize, Influences, acts,
performs, initiates, discriminates,
adhere, resolve,
The psychomotor domain refers to the
use of motor skills, coordination, and
physical movement.
 Naturalization-mastering skill to
automaticity.
Examples: design, develop, create

Articulation- combining, producing, and

performing
several skills consistently.
Examples: adapt, construct, generate, create,
modify, teach, solve, combine, coordinate
Precision- performing a skill independently
without assistance.
Examples: demonstrate, master, perfect,
complete, control, show
Manipulating- performing by memory or
following instructions.
Examples: act, execute, produce, perform,
implement
Imitation- mimicking and observing
behavior.
Naturalizati
on

Articulatio
n

Precision

Manipulati

ng
Naturalizati
on
Articulatio
n

Precision

Manipulati

ng
 NOW THAT WE KNOW ALL THE
LEARNING DOMAINS, HOW DO WE
EFFECTIVELY CREATE
INSTRUCTIONAL OBJECTIVES???
1. Are specific! Leave little room for interpretation or ambiguity.
Examples of poor objectives:
The student will appreciate the crescendos in Rachmaninov’s Concerto No.
2. The student will know what metamorphosis is.
The student will understand quadratic equations.
The student will see the significance of the Cold War.
2. Include the three cardinal
characteristics for articulating the
objective.
a. Performance- what exactly will they be
observable
able to do in terms. It is measureable!
Differentiate
Example: between the American
Revoluti
and French
b. ons
Condition- the condition under which they
asked
will be to perform thetask. Example: Create a
point presentation or
power using
syste
presentation software
ms
c. Criteria- how well they will be performing the
task (if possible). Example: In 15 to 20
slides

The student will differentiate between the

American
Another way to l o o k at this is via the A,B,C,
D’s A= Audience (Student w i l l be able to)
B= Behavior: What they are expected specifi cally to
do and how to demonstrate it
C= Condition: Condition in which the task w i l l
be performed.
D= Degree: How w e l l they w i l l be expected to
perform the task.
 S.M.A.R.T Objectives
• S= Specific
• M= Measureable
• A= Attainable/Achievable. Can the students
actually perform the objective within the skill
sets and time frame assigned?
• R= Relevant.Is the objective relevant to the
lesson, its overall goal or end result, the age
group, and prerequisite knowledge?
• T= Time bound
 EXAMPLES OF
INSTRUCTIONAL
OBJECTIVES
Cognitive Domain Affective Domain Psychomotor Domain
The student will create The student will decide The student will be able to
a website discussing and verbally defend give a well articulated and
the history of the Israeli their position on what effectively delivered 8 to 10
and Palestinian Conflict they deem the minute speech
demonstrating eye contact
and proffer propose most important human with the
their own re/solution right issue in a 3 to 5 audience, clear and non-
following the criteria minute speech following montonous voice tone,
outlined in a furnished the guidelines of a appropriate use of body
rubric. furnished rubric. language, relaxed
disposition, succinct word
choice, and an accurate
informative message.
Create one cognitive, affective, and
psychomotor instructional domain
in a class you are about to teach
utilizing the A,B,C,D’s