Scribd
Upload
2 views

Lesson 4 - Instructional objectives

The document outlines the concepts of learning, emphasizing that it involves change, endures over time, and occurs through experience. It distinguishes between aims and objectives in education, highlighting the importance of clearly defined lesson objectives that describe expected learner performance. Additionally, it provides guidance on writing effective objectives and includes examples based on Bloom's Taxonomy.

Uploaded by

tsholofelokhonyane
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
2 views

Lesson 4 - Instructional objectives

The document outlines the concepts of learning, emphasizing that it involves change, endures over time, and occurs through experience. It distinguishes between aims and objectives in education, highlighting the importance of clearly defined lesson objectives that describe expected learner performance. Additionally, it provides guidance on writing effective objectives and includes examples based on Bloom's Taxonomy.

Uploaded by

tsholofelokhonyane
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 15

Programmes

PGCE & BEd SP & FET


Modules
Economics Teaching, and
Economic and Management Sciences

Lecturer: Dr Bongani Ndlovu


Office: Academic Building
Office: 109
What is learning

• Learning can be defined as an enduring change


in behaviour, or in the capacity to behave in a
given fashion, which results from practice or
other forms of experience.
Criteria of learning.

 Learning involves change


 Learning endures over time
 Learning occurs through experience
Learning involves change

 Learning involves change in behaviour or in the capacity for behaviour.


 Learning involves a changed capacity to behave in a given fashion
because it is not uncommon for people to learn skills, knowledge,
beliefs, or behaviours without demonstrating them at the time learning
occurs.
 People learn when they become capable of doing something differently.
 We do not observe learning directly but rather its products or
outcomes.
 Learning is assessed based on what people say, write, and do.
Learning endures over time.

 Learning last long


 Learning may not last forever because
forgetting occurs.
 It is debatable how long changes must last to be
classified as learned.
Learning occurs through
experience
 People learn through exposure
 Practice
 Observation
Aims and objectives

1.Aims
1.Aims are regarded as covering a wider field than instructional
lesson objectives and are mostly vague.
2.Aims cannot usually be attained fully in one period. The
example could be:
i. To make learners good entrepreneurs in future
ii. To know how to start a business
1.These are too broad and they cannot be achieved in one
lesson.
Objectives

• The modern tendency is to speak about lesson


objectives rather than aims and objectives. This
does not only signify a change of name, but also
a change of approach. Writing instructional
lesson objectives for a lesson means specifying
precisely what the learners must know or must
be able to do at the end of the lesson.
What is a lesson objective

1.An objective is a description of a performance you want


learners to be able to exhibit before you consider them
competent.
2.Objectives define “where you are going and how to
demonstrate when you have arrived”
3. An objective is a statement describing an instructional
outcome [what you want to achieve], rather than an
instructional process or procedure. [how to achieve it]
4.A lesson objective is a statement of the measurable learning
that is intended to take place as a result of instruction.
What is the purpose of the lesson objective [what do they
do?]

1. An objective describes an intended result of instruction, rather than the process of instruction
itself.
2. They define the expectations for the learner.
3. They focus student attention to what is to be achieved.

4. They tell the teacher what content to include in the lesson.


5. Learning/instructional objective tell both the learner and the teacher what will be evaluate.
6. It describes results, rather than the means of achieving those results.
7. Objectives are useful in providing a sound basis:
1. for the selection or designing of instructional content and procedures
2. for evaluating or assessing the success of the instruction
3. for organizing the student’s own efforts and activities for the accomplishment of the
important instructional intents.
Components of Objectives [how should objectives be
written?]

1.Objectives must be written to answer


these questions:
1.What should the learner be able to do?
2.Under what conditions should the learner
be able to do it?
3.How well must it be done?
Objectives shall state:

1.Target audience
2.Desired knowledge, skill or ability to be
learned by the learner
3.Conditions under which the knowledge, skill
or ability is to be demonstrated
4.Criteria for determining that the learning
objective has been achieved
Examples:

• As a result of instruction, the learners will be able to:

• Bloom’s Taxonomy

1. Remembering (knowledge)- list, give, distinguish

2. Understand (comprehension)-outline, identify

3. Apply (Application)-draw, illustrate, calculate, apply

4. Analyse (analysis)- Analyse, arrange, calculate, distinguish, compare

5. Evaluate (Evaluation)-Measure, select, critique, defend, conclude

6. Create (synthesis)- design, develop, forecast, compile


Study Materials
• https://files.eric.ed.gov/fulltext/ED505999.pdf
• https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf
Thank you

You might also like