Transcript Introduction to Instructional Design Learner and Context

Lecture 4 –
Writing Performance Objectives
English Study Program
FKIP, Sriwijaya University
July 2014
1
Instructional Congruency
Instructional
Objectives
Instruction
Evaluation
2
Performance Objective
A detailed description of what students
will be able to do when they complete a
unit of instruction. It will provide an
instructional focus for the designer when
deciding about content, strategies, and
evaluation.
3
Performance Objective
Performance objectives are derived from
the skills in the instructional analysis. This
includes sometimes writing objectives for
the skills identified as entry behaviors.
4
Performance Objective
• Terminal Objective
The objective that describes exactly what
the student will be able to do when he or
she completes a unit of instruction.
• Subordinate Objective
The objective that paves the way to the
achievement of the terminal objective.
5
Components Of An Objective
Robert Mager has long advocated constructing an objective
with three components:
The components are as follows:
1.Conditions of Demonstration: describes the tools or
information that learners will be given when they demonstrate
their learning
2.Terminal Behavior: describes the learner actions that
demonstrate that learning has occurred. Action verbs such as
select, identify, and list included rather than ambiguous terms
such as understand, be aware of and appreciate.
3.Standards/Criteria: describes how well the learner must do
for you to say the learner has achieved the objective.
6
Components Of An Objective
Another method for writing
objectives is to include five
components as described by
Gagne, Briggs and
Wager(1989)
7
Components Of an Objective
1. Situation: what is the stimulus situation faced by the
student? Describe the environmental conditions under
which the behavior is performed.
2. Learned capability verb: helps designer to inform others
of the type of outcome being refer to. Helps to reduce
ambiguity
3. Object: indicates the content of the learner’s performance.
Example: the calculation of the sum of two three-digit
numbers
4. Action verb: describes how the performance is to be
completed.
5. Tools, constraints, special conditions, or criteria: in some
situations, the performance will require the use of
special tools, certain constraints, or other special
8
conditions.
Learned Capability Verbs
•
•
•
•
•
•
Problem-solving
Rule-using
Concepts
Verbal information
Affective
Psychomotor
Generate
Demonstrate
Classify, identify
State, list, recite, summarize
Choose
Execute
9
Components Of An Objective
Example:
Given an illustration of three plane figures, two the same
< condition >
and one different, the LWBAT point to the figure that
< Terminal Behavior >
is different without assistance.
< criteria>
10
Components Of An Objective
Example:
Given an illustration of three plane figures, two the same
< situation >
and one different, the LWBAT discriminate the figure that
< LCV >
< object >
is different by pointing to it without assistance.
< action>
< criteria>
11
What Are The Differences Between
Objectives and Goals?
Goals are typically written from the course’s perspective
whereas objectives are written from the learner’s
perspective.
A goal is a generic, less precise description of the
outcome of instruction.
The objectives reflect some type of criteria or standard
whereas the goal does not; descriptions of the outcome
of instruction is very precise.
12
Derivation of Behaviors
: the designer should carefully consider the verbs
that may be used to describe behavior.
• Intellectual Skills
It can be described by such verbs as discriminate,
identify, classify, demonstrate, or generate.
13
Derivation of Behaviors
• Psychomotor Skills
Objectives that relate to psychomotor skills usually are easily
expressed in terms of executing a physical behavior (e.g.,running,
jumping, or driving)
• Attitudes
When objectives involve attitudes, the learner is usually expected
to choose a particular alternative or sets of alternatives.
•Verbs for Declarative/Verbal Information learning Outcomes
Count, define, list, name, quote, recite, state and write
14
A List Of Other Types
Of Performance Verbs
• Verbs for General Discrimination Learning Outcomes
: choose, collect, define, describe, detect, discriminate,
distinguish, identify, indicate, isolate, list, match, omit, order,
pick, place, point, select, and separate.
• Verbs for Psychomotor Learning Outcomes
: arch, bend, catch, climb, float, grab, grip, hit, hop, jump, kick,
knock, lift, pitch, pull, run, skate, step, stretch, swim, swing,
throw, and toss
• Miscellaneous Verbs
: aim, buy, complete, crush, determine, develop, erase, expand,
finish, repeat, suggest, support, vote, and watch.
15
Derivation Of Conditions
: In selecting appropriate conditions you need to
consider both the behavior to be demonstrated
and the characteristics of the target population.
You should also distinguish among the functions
that the conditions component serve.
16
Derivation of Conditions
These functions include specifying:
1)
The cue or stimulus that learners will use to search
the information stored in memory.
2)
The characteristics of any resource material required
to perform the task.
3)
The scope and complexity of the task.
17
Derivation of Conditions
The conditions associated with an objective will shape the
instruction every bit as much as the behavior in the
objective.
How does the designer decide exactly what the conditions
should be? Sometimes it is simply a matter of SME
judgment. The context analysis describes the situations
under which the desired behavior will occur, and that is
what we want to describe in the conditions of an objective.
18
Derivation of Criteria
The final part of the objective is the criterion for judging
acceptable performance of the skill. In specifying logical
criteria, you must consider the nature of the task to be
performed.
19
Process For Writing Objectives
The steps in writing objectives are:
1. Edit goal to reflect eventual performance context.
2. Write terminal objective to reflect context of learning
environment.
3. Write objectives for each step in goal analysis for which
there are no sub-steps shown.
4. Write objectives that reflect the sub-steps in one major
objective, or write objectives for each sub-step.
5. Write objectives for all subordinate skills.
6. Write objectives for entry behaviors if some students are
likely not to possess them.
20
Lloyd’s Advice on Writing
Objectives
• A-B-C, and maybe D, but definitely
include the cap-a-bil-a-tee.
SWBAT (audience), Behavior, Condition, …
…add Degree if it makes sense, and if you
have the basis for determining this.
21
A Little More About Adding The
“Degree”
• You should have a basis for determining the
degree to which learning/performance should be
demonstrated?
– I would not expect students to solve certain problems
more than 10-25% of the time. (Remember the first
time you baked a cake?)
• Some educators default to the “80% of the time”
rule.
– Does anyone know where this statistic comes from?
22
Example: Verbal Information
• Given a list of 20 chemical symbols, SWBAT list
the chemical's name by writing it next to the
symbol.
23
Example: Concrete Concept
• Given pictures of 12 geometric figures,
SWBAT identify by circling all the
polygons.
24
Example: Defined Concept
• Given three video scenes showing a teacher
using grouping strategies, SWBAT classify by
labeling the scene that demonstrates the
principles of cooperative learning.
25
Example: Rule/Principle
• Given two numbers greater than 100, SWBAT
demonstrate by multiplying the two numbers
together correctly within 5 minutes.
26
Example: Problem-Solving
• SWBAT generate by constructing lesson plans
that appropriately use and integrate computer
tools to teach about subject matter of their
choice.
27
Example: Attitude
• SWBAT choose to design a personal
dietary plan that meets the fundamental
requirements of good nutrition based on
the "food pyramid."
28
Do these objectives sound like
tests?
• If they do, then give yourself a point for “insight”!
• Well-written objectives can be considered “first
drafts” of assessment instruments.
• Tuck this thought away for a later discussion
about assessment (chapter 7).
29
Closing
• A well-written objective describes very precisely
the expected learning outcome in terms of a
behavior or performance that can be clearly
and fairly assessed.
• A well-written objective is the main tool for the
subsequent design of instructional strategies
(i.e. lesson design) and assessment.
• There are several “recipes” for writing
objectives, but all have the same fundamental
components.
– A-B-C, and maybe D, but definitely include the capa-bil-a-tee.
30
Any Questions?
If not, end of lecture
31