Objectives-Based Instruction

Instructor’s Manual

2/28/2010

Joice Boetius

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Time Slide Notes

Welcome to the Objectives-Based Instruction e-Learning Module!!

This is a short training program, which will show you how to adopt an objectives/competency-based approach in instructions. As you are new to Objectives-based instructions, I would like you to take time to ponder these learning materials. If you need a few minutes to digest the topic discuss during the training, please feel free to pause the videos. I want to make sure you are able to learn this lesson well.

From what I know, you might be working in an instructional or training environment and familiar with some form learning theories. However, this training is crucial for your success in the planning and development of objectives-based lessons and assessments.

Throughout the training you will learn and practice in objectives-based instruction applications. Upon completion of this short training program, you will be able to perform 3 important task. You will be able to

1. Write performance objectives that provide a description of the desired behavior, the conditions under which behavior is to be performed, and the criteria used for evaluation.

2. Write assessment items that are directly aligned with the performance objectives, providing the same conditions and criteria.

3. Ensure effective instruction that supports the performance objectives by providing complete information, practice activities, and feedback

You will be given practice opportunities that relate the material being taught to their particular instructional needs and environment after each section of the training and create assessment items that clearly reflect the performance objectives you identify, regardless of whether the assessment is in written form or via some other type of observable behavior. Finally, you will identify the techniques, practices and feedback that supports the performance objectives.

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Time Slide Notes

10 min

Here, we are going to start the lesson by learning about Instructional Goal. First of all, what is a goal? A goal is a broad and generalized statement about what is to be learned. Think of it as a target to be reached, or "hit." Then, what is instructional Goal? How do you define an Instructional Goal? An instructional goal is what you want your students to learn at the end of a training or class. You would usually ask yourselves, “What do I want my students gained or able to do when they have completed instruction?” “What are the skills and attitudes do I want my students to acquire?”

However, before you establish the instructional goals, you would have to determine these goals. In order to establish these goals, you may perform a needs assessment, an analysis of students’ current performance problems, the instructor’s practical experience, an analysis of job or task requirements. You may also perform an analysis on the textbooks, curriculum guides use in the class, or even other teachers, and your own students!

Lets look at some of the simple instructional goals. “Convert fractions to percentages”. This is a very short, direct and simple instructional goal. However, you do not need to keep the instructional goals to only 4 words statement only. Some instructional goal is longer than the others. For example:

“Provide excellent customer service to callers”,

“Write an expository paper”, or

“Prepare a profit and loss statement”.

There are many other instructional goals you might come across. Remember that its about what the learners need to know or able to perform after completion of an instruction and your ultimate vision of what the students need to learn.

Before going to the next slide, please take part in the following practive.

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Time Slide Notes

5 min

Now we know what is an instructional goal. Lets learn about Performance Objectives and how to create them. Performance Objective is a statement which identify the specific knowledge, skill, or attitude the learner should gain and display as a result of the training or instructional activity. 

It consists of 3 components. The first component is a description of the behavior identified in the instructional goal. The second is the conditions under which the learner will perform the behavior, and the third is the criteria used for evaluation learner’s behavior.

What does the first component mean to you? It states that it is a description of what the learner will do from instructional goal. This usually portrays the characteristics in a learner.

The second component describes the conditions that the learner will have for performing the task. In other words, what resources will the learner have available when performing or what will be given to the learner.

And, the third component describes how learner performance will be evaluated. The criteria evaluating learners’ behavior. In other words, how well a student must do in achieving the objective and how a performance is to be judged acceptable?

Now ask yourself, What is an acceptable answer or response, or what physical performance is required by the learner? Can a learner learn through simply observing what others do? How can students demonstrate that they have acquired the skill or attitude I am teaching?

3 min

In the beginning of training, we noted an instructional goal for Mathematics: Convert fractions to percentages.

Now let us have a look how does this a performance objective would look like for this Mathematics Instructional Goal.

Given a proper or an improper fraction, the student will correctly convert it into a percentage in writing.

Now, let’s analyze this performance objective before going any further. If you need to pause to ponder this part of the training, please do so.

Remember the 3 components of an instructional objective we discussed earlier?

In this statement, What is the action, description or expected behavioral requirement in learning? It stated that “students will convert fractions to percentages”. This is the actions required from the learner in learning a task.

In regards to the second component, What is the condition given to the learner in learning the task? In the performance objective, the condition presented is “a proper or an improper fraction”. This specifies the condition set the learner will face in accomplishing prior to the attempt response.

Lastly, the 3rd component of the performance objective. Let me ask you, What qualification does a student must meet so that he would be considered mastered the skill? Sometimes it is referred as the criteria needed to accomplish the objective. In this performance objective, a learner is required to present the skill correctly in writing.

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Time Slide Notes

5 min

Why do you think that we use objectives-based instructions? What are the benefits using them? We are not trying to compare objective based instructions with other instructional methods, but we want to help you understand and distinguish objectives-based instructions.

Before answering those questions mentioned, I would like you to take note that there are 4 major learning domains of outcomes. Each time I mention the word ‘outcomes’, please remember that it is referring to verbal information, intellectual skills, psychomotor skills, and attitudes. Each of these outcomes’ successes is contingent to how well the instructor uses the objectives-based instructions. In Point 1 states that “All learning outcomes can be described via performance objectives.” This is true for all forms of learning domains regardless of the media used. The major goal of learning is gaining skills and knowledge. There is always an outcome in learning either in success or failure.

The second important benefit is Objectives that support transfer of learning.

Transfer of Learning is the application of skills, knowledge, and/or attitudes that were learned in one situation to another learning situation. This increases the speed of learning. At the end of the day, aren’t you, as an instructor’s goals is to make sure all the students learn the materials presented to them? This

The third benefit is outcome measurability. The Objectives-base instructions able to determine successes of instructions depending on the outcomes. If an objective is achieved, then the instructions involved are considered as effective.

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Time Slide Notes

5 min

As instructors, we sometimes confuse an objective with an activity. I hope that by the end of this sub-lesson, you will be able to distinguish these two.

How does an instructor confuse an objective with an activity? These two instructional elements become gloomy when an instructor does not put the learning process into consideration or take time to assess the purpose of the instructions.

Objective and activities can easily tell apart.

An objective states what skill or attitude learners will have acquired after instruction. It is something that an instructor puts efforts or actions intended to attain or accomplish learning. It is the final goal one wishes to bring about.

On the other hand, the Activities are practices and learning experiences in order for students to reach the objective. It is also the phenomenal learning events that change a learner’s cognitive and behavioral development. Activities can be as simple as reading or as complex as performing an analysis.

Remember, objective is to get the ball into the goal, and the activity is kicking the ball into the goal.

So once you can distinguish these two, you are ready to move to the next step.

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Time Slide Notes

5 min

Now you already understand the performance objectives, but how do you write an objective? Do you have any idea? Please take a moment to think about what kind of words you would use in a performance objective.

Are you done?

When writing instructional objectives, there can be no doubt about the performance expected from the learner after instruction. For this reason, an objective needs to state what students will do, not what they will feel or what they will know. Outlining what students are expected to do allows the instructor to plan instruction that is specifically geared towards attaining the objective.

A well-written performance objective has an action verb, such as: select, state, name, describe, identify, write, complete, or build. There are many, many more verbs that can be used to describe observable performance, which is crucial to a well-written performance objective.

7 min LECTURE

These verbs describe internal states or process that are very important but cannot be used in a performance objective because they do not involve an observable performance: know, understand, learn, become familiar with, analyze, appreciate, value, or consider. If an objective contains one of these verbs or another non-observable verb, it must be rewritten to include a verb that is observable.

ACTIVITY

Group work: Participants look at the examples in their notes and identify well-written instructional objectives.

a) The instructor will correctly describe the procedure for entering data.

b) The student will know the procedure for entering data.

c) Given new client information, the student will accurately enter the data within

three minutes.

Instructor provides the answers after each group has finished discussion. A describes what the instructor will do, not what the student will do, so it is not a performance objective. B describes an internal state, so it is not well-written. C is well-written.

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Time Slide Notes

15 min LECTURE

Conditions are often referred to as “givens”. Performance objectives are simple to write when we begin with a given and then state the behavior.

ACTIVITY

Take notes:Instructor reads the following examples of “givens” and their behavior. Participants take notes on their handouts to link behaviors to “givens”.

Given the term → write the definition

Given the definition → name the term

Given the term and a set of alternative definitions → select the most precise definition

Given an illustration of the concept → name and define the concept illustrated

Given the term →list its unique physical characteristics

Given the term → list its functions or roles

Group work: Participants work together in their groups to write an instructional objective for the instructional goal they identified earlier on page 2 of their handout. Participants should refer to the goal they identified, copy it into the space given on page 10 of their handout and then write a performance objective for that same instructional goal. Members of each group should write their performance objective individually and then consult with their group, focusing on one objective at a time until each participant has a complete performance objective written for their goal.One member from each group reads one instructional goal and objective produced by

their group to the entire class.

10 min Coffee Break Ensure a variety of refreshments and coffee is available

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Time Slide Notes

20 min LECTURE

The goal that we have been working on and its corresponding performance objective is also known as the terminal objective. However, this goal must be broken down into manageable steps. The instructor must identify the major steps that learners must perform in order to show that they have reached the goal. This is called goal analysis. These steps should be sequenced in the most efficient and logical order. Each main step requires subordinate skills, which we will work on right now.

On the slide we see our instructional goal: Convert fractions to percentages.

Next, we have identified 3 Subordinate Skills:

1. Identify the numerator and the denominator of a fraction.2. Identify percentage as a fraction stated in terms of hundredths.3. Multiply and divide whole numbers by 100

Most lessons have many more steps and subordinate skills but for this example, we are using three. Note that if we analyze the third step, we see that it could be divided into an even simpler step: “multiply and divide”. This means that the student would have to already know how to do this before beginning the lesson. Skills that a student must have before beginning a lesson are called “entry behaviors”. This is why a goal analysis to uncover subordinate skills is so important. If a student does not have the entry behaviors, we must teach these first, or instruction will not be successful.

ACTIVITY

Direct participants to the Design Evaluation chart (D.E.) on page 18 of the handout. The performance objective for their instructional goal is called the “Terminal Objective”. The performance objectives for subordinate skills are called “Subordinate Objectives”

Individual work: Participants write their instructional goal and terminal objective in the spaces given on the bottom of the D.E. chart.

Group work: Participants break down their instructional goal into subordinate skills individually, listing these in the left-hand column of the D. E. chart. Find a minimum of 3 subordinate skills. When finished, group members compare and discuss their analyses.

Homework: Participants reassess their goal analysis to determine whether there are any more subordinate skills missing and whether the skills listed are in the most efficient and logical order.

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Time Slide Notes

5 min LECTURE

The next step is to write a 3-component performance objective for each subordinate skill identified. This is called a subordinate objective.

Note that we have taken the first subordinate skill from our goal analysis: Identify the numerator and the denominator of a fraction.

The subordinate objective is: Given an illustration of a fraction, the student will write the numerator and the denominator in the blanks given.

ACTIVITY

Instructor solicits from participants two of the 3 components, noting that the criteria component is missing:

Behavior: write the numerator and the denominator in the blanks given

Conditions: given an illustration and blanks

Criteria: in this example, there is no criterion given for evaluation. It is implied that the student will perform this step correctly. If desired correctly can be added to the subordinate objective.

Group work: Participants individually create a subordinate objective for the first subordinate skill and write it in the second column of the D.E. chart and then discuss with their group.

HW assignment: After the course, participants must write subordinate objectives in the second column of the D. E. chart for each of the subordinate skills identified on their worksheets.

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Time Slide Notes

7 min

LECTURE

An assessment item must be created for each objective to determine whether or not students have acquired the skill or attitude stated in the objective. The assessment item must reflect the exact behavior stated in the objective and must provide the same conditions (givens) and criteria.

Questions to ask: Does the assessment item require the same behavior of the student as was specified in the performance objective? Does the assessment item provide the same conditions (givens) as was specified in the performance objective?

Remember, our instructional goal: Convert fractions to percentages.

Our performance objective was: Given a proper or an improper fraction, the student will correctly convert it into a percentage in writing.

Our assessment item is:

Convert the following fractions into percentages: 9/12 =____ 15/3 =____

Does the assessment item have the same behavior as was specified in the performance objective? Yes!Does the assessment item provide the same conditions (givens) as was specified in the performance objective? Yes!

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Time Slide Notes

15 min LECTURE

Here we have an example of a subordinate objective and its corresponding assessment item.

Subordinate Objective: Given an illustration of a fraction, students will correctly write the numerator and the denominator in the blanks given.

Assessment Item: What fraction of the pie is Lime? Write the fraction in the space below:

Does the assessment item have the same behavior as was specified in the performance objective? Yes!Does the assessment item provide the same conditions (givens) as was specified in the performance objective? Yes!

ACTIVITY

Group work: Participants work in their groups to create an assessment item for their terminal objective. Members of each group should create an assessment item individually and then consult with their group, focusing on one assessment item at a time until each participant has a complete assessment item written for their terminal objective. The assessment item for the terminal objective is written in the bottom, left-hand corner of the D.E. chart

HW assignment: After the course, participants must write assessment items for each of

GrapeLimeLime----------

the subordinate objectives in the third column of the D.E. worksheet.

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Time Slide Notes

5 min

ACTIVITY

Students must take notes on their handouts regarding 5 steps described below:

LECTURE

For highly complex objectives or objectives in which a process or the performance of steps is crucial, an instrument containing instructions for the learner and a rubric for evaluation of performance must be created.

Some intellectual skills cannot be measured using test items, such as, making a speech, participating in a debate, writing a paragraph, creating a product, or some other complex performance. In this case the instructor must create an observation instrument, which is usually a checklist. There are five steps to developing the instrument:

1. Identify the behaviors to be evaluated2. Paraphrase each behavior3. Sequence the behaviors on the instrument4. Select the type of judgment to be made by the instructor5. Determine how the instrument will be scored

The instructor must provide 1) clear directions to the student regarding the behaviors stated in the objective, 2) provide the conditions (givens), and 3) provide the criteria for evaluation.

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Time Slide Notes

5 min

LECTURE

Providing students the opportunity to practice what we want them to learn is imperative to their success and is one of the most important aspects of instruction. Select practice activities that allow students to practice the tasks stated in the subordinate and terminal performance objectives. There are two important considerations: 1) all students must have sufficient opportunity for individual practice, and 2) practice must be directly related to the performance objectives.

Lastly, students need feedback regarding the correctness of their responses during practice. Feedback can be given verbally or in writing, depending on the complexity of the behavior. It must always be given with enough time so that the students can correct their errors, clarify any items that are unclear, and be assured when they are reaching the performance objectives.

5 min ACTIVITY

Instruct participants to review the quiz in the warm-up in their group to see if they can answer all the questions correctly. Review the questions:

1. A performance objective describes desired learner behavior. TRUE

2. A performance objective describes what the instructor should do. FALSE –

performance objectives describe what the learner should do

3. A performance objective states the conditions under which learner behavior is

performed. TRUE

4. A performance objective is not possible for all learning outcomes. FALSE – a

performance objective is possible for all learning outcomes (slide 5)

5. A performance objective states criteria for evaluating performance. TRUE

6. Assessments should be aligned with performance objectives. TRUE

LECTURE

Congratulations for completing the course! In addition to the homework assigned

throughout the class, you will also receive the following job aids in paper and electronic

format: a Design Evaluation chart, a Checklist of Criteria for Performance Objectives, and

a Checklist of Criteria for Test Items.

Note to instructor:

Provide your contact information to all participants and encourage them to share their

contact information with course participants who work in similar instructional settings so

that they can share best practices and receive input from each other.

APPENDIX

Warm-up

Choose one individual from your group to take notes for the group on this worksheet.

1. List the people in your group and one interesting fact about each of them:

1. ______________________________ Fact:______________________________

2. ______________________________ Fact:______________________________

3. ______________________________ Fact:______________________________

2. What type of learning/training environment does each group member work in?

1. ________________________________

2. ________________________________

3. ________________________________

3. In a typical lesson, what do you teach your learners to do? Write down an example from each group member:

1. _____________________________________________________________________________

2. _____________________________________________________________________________

3. _____________________________________________________________________________

Preparation: In your group, read each statement and determine whether it is TRUE or FALSE. Answers will be given at the end of the training

course.

7. A performance objective describes desired learner behavior. (T/F)

8. A performance objective describes what the instructor should do. (T/F)

9. A performance objective states the conditions under which learner behavior is performed. (T/F)

10. A performance objective is not possible for all learning outcomes. (T/F)

11. A performance objective states criteria for evaluating performance. (T/F)

12. Assessments should be aligned with performance objectives. (T/F)