Presented By

Mrs.T.Masani Priya
Assistant Professor in Computer Science
 Goals
Broad Verbs
Difficult to Measure

Objectives
Specific Verbs
Easier to Measure
 Depict what students should be able to do at
the end of a learning activity

 More focussed on the learner’s performance

 Called as “ Learning Objective”.

Write the Objective

Teach Based on the Objective

Test Over the Objective

 Instructional Objectives
• Must be specific

•outcome-based

•Measurable

•MUST describe learner behavior.

 Audience – Who?
 learners for whom the objective is written (e.g., ESL, ABE, GED)

Behavior – What?
 the verb that describes what the audience will be able to do
(e.g., describe, explain, locate, synthesize, argue, communicate)

Condition – How?
 The circumstances under which the audience will perform the
behavior

Degree – How Much ?

 Acceptable performance of the behavior (i.e., how well the
learner performs the behavior)
 A learning objective is a statement of the
measurable learning that is intended to take
place as a result of instruction.

 Complete objectives …
◦ State what the student will be able to do (observable
behavior)
◦ With the conditions under which they should be able to
demonstrate (condition)
◦ Under the expected degree of proficiency (criterion)
 Without notes or references, the students should
be able to list in order the steps in
troubleshooting a C++ computer program with
no mistakes.

 Given the values of two of the three variables in

Ohm’s law, the students should be able to
calculate the value of the remaining variable 90%
of the time.
 Sample Objective:
Students will be able to identify five major
factors for the poverty in India.

Behavior: “identify”
Degree: “five”
 Cognitive objectives
◦ Describe the knowledge that learners are to
acquire
 Affective objectives
◦ Describe the attitudes, feelings, and dispositions
that learners are expected to develop
 Psychomotor objectives
◦ Relate to the manipulative and motor
skills that learners are to master
 Content
 Specification of Behavioral
outcomes
 Learning Experiences
 Evaluation
 What of the Lesson ?

 Emphasis is placed on analyzing the content into

facts,concepts,situations,processesprinciple,laws
etc

 This analysis helps the teacher to get a thorough

in-depth of the subject understanding .

 This increases the confidence of the teacher.

 Why of the lesson?

 Specification means specific objectives or

behavioral objectives

 Statement of specification contains an action verb

 Stmt of specification should be in the form of

students achievement and not in the form of
teacher intentions.

* General and Specific Objectives of the content.

 How of the lesson?

 Results from the active participation of the

students in the stimulus situation provided by
the teacher in the classroom

 Interaction of the learner & the situation provided

by the teacher.

 Should be purposeful, continuous, interactive

based on facts, concepts, principles for making
learning experience more functional and effective
in teaching learning process.
 What learning experiences will best develop the
intended outcomes?
 What Instructions will I need to give?
 What examples might I need to show?
 What is the logical sequence of the learning
experiences?
 How will I differentiate the learning experiences
to include all students?
 What will I prepare for ‘fast finishers’?
 What time allocation do the learning
experiences require?
 How will I know if students have achieved the
learning objectives of a particular lesson or
an entire course?

 What am I willing to accept as evidence that

students have achieved the objectives?
MODEL LESSON PLAN
1. Are there clear objectives?
Will students understand what they are learning
and why?
2. To what extent does the lesson plan
account for how students are being asked
to learn?
3. To what extent does the lesson plan
incorporate appropriate resources?
4. To what extent does the lesson plan
incorporate effective assessments?