behavioral objectives and teaching plans

Contrast educational objectives, instructional objectives, and behavioral objectives

• educational objectives

  • High level, identify outcomes of overall educational process (e.g. university objectives)

• Instructional objectives

  • Teaching activities and resources used to facilitate effective learning.

• behavioral objectives

  • Action-oriented: What the learner will be able to do following a lesson

Discuss the role of Blooms Taxonomy in the educational process

Bloom’s Taxonomy structures the entire educational process by guiding how educators write objectives, choose teaching strategies, scaffold learning, and design assessments that match the cognitive level required.

Write behavioral objectives that follow the ABCD criteria

• Audience (who)

• Behavior (what)

• Condition (under which circumstance)

• Degree (how well, to what extent, within what time frame)

• After a 20-minute teaching session on relaxation techniques (C-condition), Mrs. Smith (A-audience) will be able to identify (B-behavior) three distinct techniques for lowering her stress level (D-degree).

Identify common mistakes made when writing objectives

• Describing what the teacher is to do rather than the learner

• Including more than one expected

• behavior in a single objective

• Not identifying all four

• ABCD components

• Using terms for performance that are open to many interpretations

• Objectives are unattainable and unrealistic

• Objectives do not relate to the stated goal

• Including Unnecessary information in objectives

• Being too general

Describe the three domains of learning: cognitive, affective, and psychomotor

• Cognitive

  • Thinking domain

  • Affective

  • Feeling domain

  • Receiving → responding → valuing → organization → characterization

• Psychomotor

  • Doing domain

  • Perception → set → guided response → mechanism → complex overt response → adaptation → organization

Cognitive

• Knowledge → comprehension → application → synthesis → evaluation