U2 pedagogy

1 | P a g e Unit II: Pedagogy of Computer Science ver 1.0
COURSE CODE: FCPCS
PEDAGOGY OF COMPUTER SCIENCE - PART I
UNIT - II: AIMS AND OBJECTIVES OF TEACHING COMPUTER SCIENCE
Need and significance of teaching Mathematics-
Aims:
Practical,
Social,
Disciplinary and
Cultural-
Instructional Objectives:
General Instructional Objectives (G.I.Os) and
Specific Instructional Objectives (S.I.Os) relating to the
Cognitive,
Affective and
Psychomotor Domain
based on Bloom‘s Taxonomy of Educational Objectives –
Revised Bloom‘s Taxonomy.

Bloom’s Taxonomy of Educational Objectives
"Taxonomy‖ simply means ―classification‖, so the well-known taxonomy of learning objectives
is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It
identifies three ―domains‖ of learning (see below), each of which is organised as a series of
levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to —
address higher levels until those below them have been covered (it is thus effectively serial in
structure). As well as providing a basic sequential model for dealing with topics in the
curriculum, it also suggests a way of categorising levels of learning, in
terms of the expected ceiling for a given programme. Thus in the
Cognitive domain, training for technicians may cover
knowledge, comprehension and application, but not
concern itself with analysis and above,
whereas full professional training may
be expected to include this and
synthesis and evaluation as
well.

The Cognitive Domain: concerned with the area of Subject matter knowledge and mental skills
– the basic concern of educational and training programs.
Cognitive Domain
KNOWLEDGE. The simplest cognitive behavior, involves the recall of information. Objectives
concerned with terms and facts, knowledge of methods and criteria for handling terms and facts,
and knowledge of the abstractions of a field are properly classified in this category.
COMPREHENSION. Objectives classified as "comprehension" require the ability to
reorganize, restate, and interpret the facts, the methods and criteria for handling facts, and the
generalizations and abstractions of a field.
APPLICATION. Utilization of knowledge in a new and different situation. Application covers
things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area
requires a higher level of understanding than those under comprehension.
Analysis: Require the individual to determine the elements of some problem or theory under
consideration, the relationship among the elements, and the relationship of the elements to the
whole. This level can be characterized as taking the "whole" of a problem and breaking it down
into its various parts to extract meaning from the situation.
Synthesis: Include behaviors like the development of a plan or a set of abstract relations. This
level can be characterized as taking the various parts of a problem and putting them together to
derive meaning from the situation.
Evaluation: Objectives requiring the evaluation or judging of theory or products according to
internal evidence or external criteria are properly classified as evaluation objectives.
Measurement at this level requires utilization of the lower level mental skills (knowledge,
comprehension). The student is required to decide between right and wrong, good and bad,
relevant and irrelevant. These decisions require knowledge and ability to analyze and synthesize
data in the forming of sound, logical judgments. Items of this type are often quite difficult to

construct because the necessity of being able to defend one alternative as a better response to an
item than all other possible alternatives.
The model above is included because it is still common currency, but Anderson and
Krathwohl (2001) have made some apparently minor but actually significant
modifications, to come up with:
Bloom’s Revised Taxonomy Model
The rows of the table (below) represent each of the six levels of the Cognitive Process
Dimension—ranging from lower-order thinking skills at the bottom to higher-order thinking
skills at the top. The columns represent the Knowledge Dimension—ranging from concrete at the
left through abstract at the right.
Each cell of the table provides an example of a learning objective that corresponds generally to
the intersection of the levels of the Cognitive Process and Knowledge dimensions of the
taxonomy. The verb (in bold) refers to [actions associated with] the intended Cognitive Process.
The object of each sentence (not bold) describes the Knowledge students are expected to acquire
or construct.
Revised taxonomy of the cognitive domainfollowing Anderson and Krathwohl (2001)
Note the new top category, which is about being able to create new knowledge within the
domain, and the move from nouns to verbs.
In higher education, "understand" is still—in my view—problematic in its positioning. There is a
higher, contextualised level of "understanding" which comes only with attempting to evaluate
ideas and to try them out in new ways, or to "create" with them. It is what I expect at Master's
level. The taxonomy is an epistemological rather than psychological hierarchy, but it also has a
basic chronological element: you achieve certain levels before others. This higher, Gestalt, level
of understanding comes last, in my experience: my principal evidence is in the use of research
methods. The "real", intuitive, contextualised, critical, strategic understanding only happens
when you have tried to be creative within the field... Argue with me (use the "comments
welcome" link below). And thanks to all the people who have done so; I hope you found it a
useful activity. I did! See more notes at the bottom of the page arising from those discussions.

The Knowledge Dimension
Factual
(The basic
elements a
student must
know to be
acquainted with
a discipline or
solve problems
in it.)
Conceptual
(The
interrelationships
among the basic
elements within
a larger structure
that enable them
to function
together.)
Procedural
(How to do
something,
methods of
inquiry, and
criteria for using
skills, algorithms,
techniques, and
methods.)
Metacognitive
(Knowledge of
cognition in
general as well
as awareness
and knowledge
of one’s own
cognition.)
The
Cognitive
Process
Dimension
Create
(Put elements together to
form a coherent or functional
whole; reorganize elements
into a new pattern or
structure.)
Generate a log
of daily activities.
Assemble a
team of experts.
Design an
efficient project
workflow.
Create a
learning portfolio.
Evaluate
(Make judgments based on
criteria or standards.)
Check for
consistency
among sources.
Determine
relevance of
results.
Judge efficiency
of sampling
techniques.
Reflect on one’s
progress.
Analyze
(Break material into
constituent parts and
determine how parts relate
to one another and to an
overall structure or purpose.)
Select the most
complete list of
activities.
Differentiate
high and low
culture.
Integrate
compliance with
regulations.
Deconstruct
one’s biases.
Apply
(Carry out or use a
procedure in a given
situation.)
Respond to
frequently asked
questions.
Provide advice
to novices.
Carry out pH
tests of water
samples.
Use techniques
that match one’s
strengths.
Understand
(Construct meaning from
instructional messages,
including oral, written and
graphic communication.)
Summarize
features of a new
product.
Classify
adhesives by
toxicity.
Clarify assembly
instructions.
Predict one’s
response to
culture shock.
Remember
(Retrieve relevant
knowledge from long-term
memory.)
List primary and
secondary
colors.
Recognize
symptoms of
exhaustion.
Recall how to
perform CPR.
Identify
strategies for
retaining
information.

The Affective Domain: deals with feelings, attitudes and values – the proper concern of
education. Because these are internal behaviors, objectives have to be written in term of
external indicator performances, which show the desired internal behavior has attained.
Affective Domain
Preparing objectives in this domain is more difficult than in the cognitive domain:
Vagueness of terminology used
Covert intended outcomes
Different description of outcomes
Internalized and integrated with other behaviors
Higher levels overt responses are less dependable as evidence of internal states
Description of the Major Categories In the Affective Domain
1. Receiving: Receiving refers to the student‘s willingness to attend to particular phenomena or
stimuli (classroom activities, textbook, music, et,.) From a teaching standpoint, it is
concerned with getting, holding, and directing the student‘s attention.
a. Awareness: The learner is aware of a certain situation, phenomenon, or problem. It is the
first step towards learning in this domain.
b. Willingness to receive: It describes the behavior he wants to acquire. The learner is
paying a real attention to the situation. (listens attentively to ... )

c. Controlled or Selected Attention: The learner would positively control his attention.
While having different motives, he would choose the best one to him and attend to.
2. Responding: Responding refers to active participation on the part of the student. At this level
he or she NOT only attends to a particular phenomenon but also reacts to it in some way.
The higher levels of this category are classified under ―interest‖ stressing the seeking out
and enjoyment of particular activity.
a. Acquiescence to respond: The learner reacts to a certain situation / stimulus although he
is completely adhered to it. (Read an assigned material, Follow health – maintaining
rules)
b. Willingness to Respond: The behavior required is optional and voluntarily as the learner
is willing to show his reaction with no fear of punishment. (Read additional material,
Participate in classroom discussion.)
c. Satisfaction in Response: The learner goes beyond the previous levels to be satisfied,
pleased, and fulfilled to undergo a certain behavior.
EXAMPLE
• Participate in classroom activities (Receiving and responding):
Listens attentively.
Asks relevant questions.
Participates in classroom discussion.
Volunteers for special tasks.
Contributes material for the bulletin board.
Helps others when requested.
3. Valuing: Valuing is concerned with the worth or value a student attaches to a particular
object, phenomenon, or behavior. The essential element characterizing the learner's behavior
here is that he is not forced to respond rather it is a result of his adherence to a particular
value. Learning outcomes in this area are concerned with behavior that is consistent and
stable enough to make the value clearly identifiable. Instructional objectives that are
commonly classified under ―attitudes‖ and ―appreciation‖ would fall into this category. It
reflects upon the learners' attitudes and adopted concepts. Valuing also deals with the
progression of attitudes and appreciation and the values attached to oneself, others and the
society. It also has to do with one's self consciousness. Valuing is based on the
internalization of a set of specified values, but clues to these values are expressed in the
student‘s overt behavior.
a. Acceptance of a Value: The learner attaches a value to a certain phenomenon or object.
The situation of accepting the valuing initially is somehow temporary. ( Appreciates
cooperation with his classmates in class discussions)

b. Preference for a Value: The learner is more adhered to the related aspects of his value
or attitude adopted. (Proposing some situation demonstrating the idea of cooperation
among classmates in classroom discussion.)
c. Commitment for a value: The learner is committed and loyal to the value, goal or
principle he has. (Bear responsibility of effective learning in groups, Appreciates the
teacher's role in school daily life.)
EXAMPLE
• Shows concern for the welfare of others (valuing)
Asks others if they need help.
Helps others with their problems.
Shares materials with others.
Encourages others to do well.
Meets obligations in doing group work.
Assists those reluctant to participate in group work.
Obtain permission before using others‘ materials.
Thanks and commends others, when appropriate.
4. Organization: Organization is concerned with bringing together different values, resolving
conflicts between them and beginning the building of an internally consistent value system.
Thus the emphasis is on comparing, relating, and synthesizing values. Learning outcomes
may be concerned with the conceptualization of a value (recognizes the responsibility of
each individual for improving human relations) or with the organization of a value system
(develops a vocational plan that satisfies his or her need for both economic security and
social service). Instructional objectives relating to the development of a philosophy of life
would fall into this category.
EXAMPLE:
• Formulates a rationale concerning the role of society in conserving natural resources
(organization)
Relates the needs of society to the conservation of resources.
Describes the probable effects on society if resources are wantonly used
Describe the probable effects on society if the use of resources is overly
restricted.
States personal position reflecting a reasonable balance between the needs
of society and the needs to conserve resources.
5. Characterization by a Value or Value Complex: At this level the individual has a value
system that has controlled his or her behavior for a sufficiently long time for him or her to

have developed a characteristic ―life-style‖. Thus the behavior is pervasive, consistent, and
predictable. Learning outcomes at this level cover a broad range of activities, but the major
emphasis is on the fact that the behavior is typical or characteristic of the students.
Instructional objectives that are concerned with the student‘s general patterns of adjustment
(personal, social, emotional) would be appropriate here.
There are two subcategories under this Level:
A. Generalized Set of Values: It refers to the generalization of self-behavior control
which can describe the learner through these behaviors. This set of generalized
values can be subconscious. (Revises his judgment about a certain phenomenon
according to some given evidences.)
B. Characterization: the unity of beliefs, ideas, attitudes, and values in a harmonious
life philosophy. It is very inclusive of different affective aspects of behavior
which ultimately make the learner as a unique individual. (Maintain healthy
practices, Practice cooperation in cooperative working atmospheres)
EXAMPLE
• Respects the scientific process (Characterization).
Favors evidence that results from scientific studies.
Seeks objectivity in the interpretation of evidence
Changes opinions when evidence is contrary to beliefs
Suspends judgment when evidence is inadequate.
Shows skepticism when statements are unsupported
Questions evidence derived from inadequate studies.
Bases ideas and opinions on the best scientific evidence available.
Basing Statements on Traditional Categories
Affective domain is described under the categories of attitudes, interests,
appreciations, and adjustments.
Apart from the cognitive outcomes, attitudes are the probably the most common
affective outcome stressed by teachers
EXAMPLE
• Display scientific attitude
Demonstrates curiosity in identifying problems
Seeks natural causes of events
Demonstrates openmindness when seeking answers
Suspends judgments until all evidence is available

Respects evidence fro credible sources.
Shows objectivity in analyzing evidence and drawing conclusions.
Shows willingness to revise conclusions as new evidence becomes
available.
EXAMPLE
• Demonstrates interest in English.
Asks questions that indicate curiosity about English.
Asks for extra language homework to do.
Complete assignments on time.
Brings examples, sentences, and paragraphs to class.
Helps other with language tasks.
Seeks ways to improve language learning.
Uses the language in out of school activities.
Asks about careers in English.
Psychomotor Domain
Psychomotor skills are classified under unspecified number of types. They range from simple
skills that don‘t require many muscles (organs/senses) to be used, the skills that many muscles
are used, and circulation skills that requires a body-to-body activity.
What's a skill:
 The ability to perform kinesthetic activity in an easy, precise, harmonious way with the
constant changing circumstances. This requires three elements in the skill:
Sensing
Precision (accuracy)
Time
 There are some features that help constructing the main characteristics of a ‗skill‘:
Time of training
Systematic Practice
Experience
Quality of performance
Repetition
Complex tasks (play a musical instrument)

 Three main characteristics of a ‗skill‘:
Response chains: (muscle movements, stimuli/response)
Mutual kinesthetic collaboration: (organs of movement and organs of
sensing)
Response patterns: (organizing the stimuli and response chains in a
bigger patterns which requires learning the sub-category of the skill)
Place a direct call to one of her relatives in the UK.
Classification of Psychomotor Domain (Simpson 1972)
Perception
Concerned with the use of the sense organs to obtain cues that guide motor activity. Ranges from
sensory stimulation (awareness of stimulus), through cue selection (selecting task-relevant cues),
to translation (relating cue perception to action in a performance)
Realizes the importance of the internet as a powerful source for gathering the information he
needs for his assignment about Islamic Architecture.
Set
Readiness to take a particular type of action. It includes mental set (mental set to act), physical
set (physical readiness to act), and emotional set (willingness to act). Perception is prerequisite
for this level.
Starts practicing typing on the PC through typing tutor program to be used in doing his
homework.
Guided Response
Includes imitation (repeating an act demonstrated by teacher) and trial and error (using a
multiple-response approach to identify an appropriate response). Adequacy of performance is
judged by an instructor or by a suitable set of criteria. There is an actual doing of the skill (after-
readiness stage).
Imitates the teacher’s pronunciation of the question.
Mechanism
Concerned with performance acts where the learned responses have become habitual and the
movements can be performed with some confidence and proficiency. Learning outcomes are
concerned with performance skills of various types, but the movement patterns are less complex.
Writes sentences using the simple past tense smoothly and correctly.
Complex Overt Response
Skillful performance of motor acts that involve complex movement patterns. Proficiency is
indicated by a quick, smooth, accurate performance, requiring a minimum of energy. This
category includes resolution of uncertainty (without hesitation) and automatic performance

(movements are make with ease and good muscle control). Highly coordinated motor activities
are included in the learning outcomes.)
Organizes an exhibition about amazing animals in the world in the school open day.
Adaptation
Concerned with skills that are so well developed that the individual can modify movement
patterns to fit special requirements or to meet a problem situation.
Alters instructional visual aid about modern mosques in Oman made by some of his
classmates based on his experience in making such aids.
Origination
Creating new movement patterns to fit a particular situation or specific problem. Learning
outcomes at this level emphasize creativity based upon highly developed skills.
After watching a documentary program about paper industry, designs a model for how to
make a small piece of Omani pottery using the available basic materials .
The Psychomotor Domain: concerned with the learning of physical skills, manipulative
ability and neuromuscular co-ordination.
Instructional Objectives:
General Instructional Objectives (G.I.Os) and
Specific Instructional Objectives (S.I.Os) relating to the
Cognitive,
Affective and
Psychomotor Domain
based on Bloom‘s Taxonomy of Educational Objectives –
Revised Bloom‘s Taxonomy.

Introduction to Instructional Objective:
A statement of proposed changes in the thoughts, feelings and actions of the students. They can
be very specific and precise statements or they can be written in quiet general term depending on
where they are going to be used. Accordingly, the instructional intent will be clear.
Specific Students should be able to differentiate between hard woods and soft
woods in terms of their cell structure.
General Students should be able to identify the composition and principal
properties of timber.
Student Performance:
Any measurable or observable student response that is a result of learning.
Explanation
Clear objectives ease planning which paves the path towards effective instructional
accomplishment. It is also evident that instruction can be more clearly delivered when the
teacher knows where s/he is heading and the main stations s/he is stopping at. Accordingly,
having clear and straightforward instructional objectives makes it clear to both the teacher and
his / her students about what, when, and how they will learn. That's why instructional objectives
had a very heavy weight in the teaching and learning processes.
"Instruction that doesn't change anyone has no effect, no power. if it changes students in
undesired directions, it isn't called effective; instead it is called poor, undesirable, or even
harmful instruction. Instruction is successful, or effective, to the degree that it accomplishes what
it sets out to accomplish." Robert F. Mager (1997)
Example:
Use the appropriate section on the beginning of the chapter to navigate to the section of the
course that you are interested in.
Instructional objectives as intended learning outcomes  types of performance students
are able to demonstrate at the end of instruction Generality of instruction:
Too Narrow Ideal Too Broad
Lists of specific learning tasks
students are able to do
Descriptions of expected
students performance at the
end of instruction
Statements of general goals
Adds two numbers that are less
than 10
Adds whole numbers Develops proficiency in
mathematics
There is a need for a limited manageable set of instructional objectives in the lesson.

Why do we need to use instructional objectives:
Instructional Objectives
Provide direction for instruction
Provide guidelines for testing
Convey instructional intent to others
Focusing on intended learning outcomes
 Teaching procedures: to explain how to use the preposition ‗on‘.
 Intended learning outcomes: Use the preposition ‗on‘ before days, journey, etc.
The focus shifts from teacher to learner and from process to product  authentic and
more reliable evaluation.
The verb used in the objective determines who is being engaged into the activity.
Generality of objective verbs:
 Different verbs can be used: understand, know, list, distinguish, etc…
 Two types: Single statement (1 )Funnel statements 
Relation of learning outcomes to learning experiences:
Which of one of the following objectives is stated as a product (learning outcome):
1. Improves his/her writing skills about national topics.
2. Composes a well-organized 500 words paragraph about tourism in Oman.
Two ways of stating instructional objectives:
 A statement of specific student performance:
Lists at least three disadvantages of eating junk food.

 General objective clarified by a sample of specific student performance.
Understand the meaning of terms
1.1 Defines the terms in their own words.
1.2 Identifies the meaning of the term when used in context.
1.3 Distinguishes between terms that are similar in meaning.
The list of specific learning outcomes for each general instructional objective clarifies the
types of performance students should be able to demonstrate when they have attained the
objective.
General Instructional Objective:
An intended outcome of instruction that has been stated in appropriate general terms to
encompass a domain of student performance. It must be further defined by a set of specific
learning outcomes.
Stating General Instructional Objectives
Teachers tend to focus on the teaching process and the learning process rather than on the
expected outcomes of instruction
Common Errors in stating GIOs:
1. Focusing on teachers performance
a. Explain the meaning of some difficult words
b. Comprehend the meaning of some difficult words
2. Stating the objective in terms of learning process rather as learning product
a. Gains knowledge of basic principles
b. Applies basic principles to new situations.
3. Listing the subject matter to be covered
a. Principles of writing process paragraphs
b. Understand the principles of writing process paragraphs
4. Include more than one type of leaning outcome in each GIO.
a. Differentiates between regular and irregular past verbs.
b. Knows how to use the comparative form ‗adj. + er‘ and applies is effectively.
The leaning outcome will indicate the type of reactions or performance that the students
are expected to achieve by the end of the instruction.
These errors can be avoided by focusing attention on the student and the type of
performance he or she is expected to demonstrate at the end of instruction.

State and define each objective in terms of the type of student performance:
1. Understands the comparative form (adj + er)
1.1 Defines the form.
1.2 Identifies an example of the form.
1.3 Describes how the form is constructed after enough practice.
1.4 Uses the form appropriately in sentences from his/her own.
The verbs provide a clue to the desired level of generality of the main objectives. They
should be specific enough to provide direction for instruction without overly restricting
the teacher. They are also specific enough to be easily defined by a brief list of the
types of students’ performance.
Which of the following represent the most GIO?
1. Communicates effectively in English.
2. Writes clear, effective English.
3. Punctuates sentences properly.
Which of the following represent the most SIO?
1. Develops effective reading skills.
2. Identifies the topic sentence in the paragraph.
3. Reads the paragraph for specific details.
Specific Learning Outcome (Specific Objective):
An intended outcome of instruction that has been stated in terms of specific and observable
student performance. It describes the type of performance that learners will be able to exhibit
when they have achieved a general instructional objective.
Stating Specific Instructional Objectives
SIOs should be defined in terms of students performance:
1. Knows specific facts about the American History:
1.1 Identifies important dates, events, places, and persons.
1.2 Describes the characteristics of a given historical period.
1.3 Lists important event in chronological order.
1.4 Relates events to their most probable causes.
Each SIO starts with an action verb that indicates observable students responses
(intended learning outcome).
Performance vs. nonperformance terms:

1. Predicts the end of the story.
2. Sees the moral of the story.
Begin each specific learning outcome with a verb that specifies definite, observable
student performance.
How many SIOs do I need for each single GIO I state?
There is no a clear-cut number of SIOs for all the GIOs we write. It‘s obvious that simple
knowledge and skill outcomes will require fewer and less complex GIOs but may be a big
number of SIOs. Note the types of students‘ performance in the following SIOs:
1. Knows the meaning of terms.
A. Writes a definition of the term.
B. Identifies a definition of the term.
C. Identifies the term that fits a given description.
D. Identifies a synonym of the term.
E. Identifies an antonym of the term.
F. Identifies an example of the term
G. Identifies the term represented by a symbol (e.g., +, -)
H. Draws a picture that represents the term (e.g., circle,
square).
I. Describes the procedure the term represent.
J. States the concept or principle that fits the term.
K. Describes the relationship of the term to a second term
L. Differentiates between the term and a second term
M. Differentiates between the technical meaning and the
common meaning of the term.
N. Identifies the best meaning of the term when used in
sentence.
O. Distinguish between proper and improper usage of the
term.
The specific outcome that are most representative of a GIO will be modified by both the
nature of the subject taught and the grade level oat which the instruction is given.
We should select the action verbs that:
1. Most clearly convey our instructional intent.
2. Most precisely specify the student performance we are intended to see.

Which of the following convey the instructional intent:
1. List the different types of auxiliary verbs.
2. Identifies the auxiliary verb in the given sentences.
Making sure that the specific learning outcomes are relevant
1. Understands the basic formation of past passive sentences (be + past participle)
a. Differentiates between passive and active sentences according to the rule.
b. Names the different auxiliaries used in forming the passive voice sentences.
Adapting Statements to Levels of Instruction
Knows basic concepts (lower primary level)
Selects picture indicating relative position (first, last)
Selects picture indicating relative size (biggest, smallest)
Selects picture indicating relative amount (most, least)
Selects picture indicating relative distance (farthest, nearest)
Knows basic concepts (upper secondary level)
Describes the characteristics of the concept
Identifies an example of the concept
Identifies symbols representing the concept.
Distinguishes between the concept and similar concepts.
Objectives Applicable to More Than One Instructional Level
Comprehends a reading passage.
Identifies the main thought of a passage.
Identifies details stated in a passage.
Identifies the order of events stated in a passage.
Identifies relationships between events in a passage.
States inferences about the contents of a passage.
There are many instances where we can find objectives are stated to fit the content
more closely and use the knowledge, comprehension, and application categories only
as a general frame of reference.
Writes a well-organized paragraph (Application)
States a main idea.
Relates sentences to the main idea.

Uses complete sentences.
Uses descriptive words to emphasize points.
Arranges sentences in a meaningful sequence.
Uses capitals and punctuation correctly.
Spells words correctly throughout paragraph.
Maintains correct grammatical usage throughout paragraph.
Adapting Statements to Areas of Instruction
The nature of the course being taught affects the types of learning outcomes to be
identified and how they are to be stated. English has its own:
Understands the comparative form (adj. + er)
Defines the form.
Identifies an example of the form.
Describes how the form is constructed after enough practice.
Uses the form appropriately in sentences from his/her own.
Characteristics of a GOOD objective
1. Performance: What the learner is expected to be able to DO.
2. Condition: Important conditions under which the performance is expected to occur.
3. Criterion: The quality or level of performance that will be considered acceptable.
Performance
Visible (overt) Performance:
* Develops a critical understanding of the importance of effective
argumentative writing.
* Given a table of information about Medical utilizations of Genetic
engineering, be able to write a well-organized argumentative essay of
around 700 words. The essay must describe and define the adopted side
using not less than four supporting examples.
What‘s the performance stated in the objective?
You can see someone drawing but you cannot see him appreciating or understanding art.
See if you can tell the difference between performances (doing words) and abstractions (being
words).
stating writing valuing drawing
appreciating internalizing smiling listing

Covert (invisible) performance:
How can we call these performances when nobody can see them? Although some performances
are not visible to the naked eye such as solving, discriminating, and identifying. We as teachers
have to use such instructionally indispensable abstract performances in our objectives, what shall
we do? Add an indictor behavior to reveal how the covert performance can be directly detected.
An indicator behavior is one that will tell us directly whether a covert performance is happening
to our satisfaction. It‘s simple, direct, and easily manageable.
Be able to discriminate uncountable nouns.
Be able to discriminate (sort) uncountable nouns.
Task:
Place a check mark beside those expressions that describe performances that you can see or hear
directly (overt). Then for those expressions describing covert performances, write the simplest,
most direct indictor behavior you can think of that would tell whether the covert performance
existed.
1. Drive a bulldozer. _________
2. Identify transistors on a wiring diagram. ___circle___
3. Recognize tactless statements. __point to___
4. Discriminate between normal and abnormal X-rays. ___sort_____
5. Paint a trombone __________
6. Dissect a politician. __________
Condition
(in the annual awards in Whyners Club). Imagine that you are the master of the ceremony and
you call me up from the audience and bet me a carload of broccoli that I can‘t lift 500-pound
barbells sitting on the stage. I agree to the bet and then quickly get two burly types from the
audience to help me, and we lift the barbells with ease.
―Where‘s my broccoli?‖ I ask. ―Wait a minute‖ you reply. ―You were supposed to lift those
barbells by yourself.‖ ―Oh? You didn‘t say that there were any conditions attached to this
performance,‖ I reply.. ―Why didn‘t you say so?‖ ―You should have known that I meant for you
to do it by yourself.‖ ―Sorry. My crystal ball hasn‘t come back from the cleaners. You‘ll just
have to keep your broccoli,‖ I say, snickering all the way back to my seat.
―Be able to hammer a nail …‖ is different from one that says, ―given a brick, be able to hammer
a nail …‖ Miscommunications can be avoided by adding relevant conditions to your objective.
How? Simply by describing the conditions that have a significant impact on the performance.

Given a standard set of tools and the TS manual …
Using your service revolver …
In the presence of an irate customer …
Without the aid of references …
With only a screwdriver …
On an obese patient, be able to …
On a fully functioning wrist computer …
Your description of the performance‘s conditions should be detailed enough to describe each one
of them as to allow the performance to happen.
Examples:
1. Given a list of factors leading to significant historical events, be able to identify
(underline) at least five factors.
2. Without the aid of a dictionary, be able to spell all the five new vocabulary items
presented in the lesson.
3. Given a list of three language tenses, be able to write two sentences for each one.
4. Given a malfunctioning radio motor, a kit of tools, and references, be able to
repair the motor.
Criterion
To increase the communication power of your objective: Add a criterion of acceptable
performance. This will tell students how well they will have to perform to be considered
competent. Using criteria in your objectives, you will gain some advantage:
1. Standard to test success of instruction
2. Students can tell when they have met or exceeded the performance expectations.
3. Prove that students can do what you set out to teach them.
Instructor: You Flunk!
Student: But I ran the hundred-yard dash, like you said.
Instructor: True. But you were too slow
Student: But you didn‘t say how fast we had to run.
Instructor: Would I ask you to run if I didn‘t want you to run fast? You should have known
that speed was important.
Conditions: Dry, level track.
Performance: Run the hundred-yard dash.
Criterion: Within fourteen seconds.
Examples:
Given eight pictures and some supporting phrases and vocabulary, be able to
write a 500 word paragraph about the discovery of tea within 15 minutes.
Speed

With the help of a dictionary, be able to look up the meaning of a new vocabulary
item within one minute of accuracy.
Accuracy
In an interview, and without references or notes, be able to respond correctly to
questions relating to English Language Teaching.
a. All personal information offered is factual.
b. All academic information if relevant to the literature
c. Information is pertinent to the questions.
d. Questioners are treated courteously (They are not insulted or
demeaned).
e. Jargon is defined when it is first introduced.
Quality
Examples about the IO characteristics:
Given six pictures about the discovery of tea, they will be able to order them
chronologically in less than 3 minutes.
When giving a table of information about the Aztecs, they will be able to write an
organized paragraph of eight sentences about them within 10 minutes.
Given three wrongly punctuated sentences, they will be able to edit them for capital
letters, full stops, commas, and apostrophes with more than 90% accuracy.
They will be able to pronounce the five given new vocabulary items with no
mistakes.
Educational Aim:
General statement of intent with usually not much precision or direction. It doesn‘t help much to
the teacher in the teaching-learning situation simply because it cannot be used to decide on a
teaching or learning strategy or some form of evaluation.
1. To enable the student to acquire a flexible mind and the ability to think.
2. To enable to student to understand History appropriately.
Components of a Good Instructional Objective
Behavioral Term: an action verb that indicates what the student should be able to do.
Condition (s): an indication of the circumstances under which the action is to take place.
Standard (s): a description of the degree of skill to be reached in performing the action.
Some Features of INSTRUCTIONAL OBJECTIVES
Concise: at the most, objectives should be one or two sentences in length.
Singular: An objective should focus on one and only one aspect of behavior.

Describe Expected behaviors: An objective should indicate the desired end product, not
merely a direction of change or a teacher activity.
Realistic: An objective should focus on observable behavior, not on teacher illusions or
indefinable traits.
Definite Terms (VERBS!!!): Terms such as "write, define, list and compare" have
definite meanings, whereas terms such as "know, understand, and apply" have a
multitude of meanings.
Example of a properly written IO
When given nine Styrofoam balls, each labeled to represent a planet, and a basketball on the
table to represent the Sun (condition), the child (audience) will correctly place the Styrofoam
balls in order as the planets are from the Sun (the measurable performance), with 80 percent
accuracy (the criterion).
When given nine Styrofoam balls, each labeled to represent a planet, and a basketball on the
table to represent the Sun (condition), the child (audience) will correctly place the Styrofoam
balls in order as the planets are from the Sun (the measurable performance), with 80 percent
accuracy (the criterion).
Mager-Type Objectives
1. Identify the terminal behavior by name; i.e. specify the type of behavior that provides
acceptable evidence that the students has achieved the objectives.
2. Try to further define the desired behavior; i.e. identify and describe any important
conditions under which the student is expected to perform.
3. Specify any acceptable performance criteria. I.e. identify and state the standards to which
the student must perform to be acceptable.
By the end of the lesson the students will be able to:
Translate the poem (Behavior)
using an English-Arabic dictionary (Condition)
with no more than three grammatical mistakes. (Standard)
Activity: Prepare a document for the: Need and significance of teaching Mathematics-
Format: Aims: Practical, Social, Disciplinary and Cultural

U2 pedagogy

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