CTE 361
Instructional
Materials for Career & Technical Education
Lesson Two
DEVELOPING
OBJECTIVES / SCHEDULING
Objectives are essential since they are used to specify
the content, the conditions and the standards of instruction. They should always be included as part of the
introductory part of a course of study.
There are many types of goals and objectives used in instruction. This lesson will provide a summary of goals
and objectives used in the instructional process and the proper procedures for
using them to specify content and provide guidance for teaching.
Once goals and objectives have been determined and
content for a course has been specified, another important step in the planning
process is to develop a tentative schedule.
The schedule should be based on the following: (1) program goals, (2) careful analysis of content; (3) course
objectives, and (4) sequence
of the knowledge and performance activities.
Lesson Outline:
·
Goals and Objectives
System Goals – general goals of the school system
Program Goals – general goals of the occupational program
Course Goals - general goals of the course
(knowledge/skills)
Behavioral Objectives – specific objectives that include
conditions, tasks and standards
Performance Objectives – similar to
behavioral objectives.
·
Types of Objectives (Bloom / Krathwohl
/
Cognitive - knowledge
Psychomotor - skill
Affective - attitude
·
Cognitive Domain (from
simplest to most complex)
Knowledge (Remember)
Comprehension (Understand)
Appliation (Use)
Analysis (Take apart)
Synthesis (Create new)
Evaluation (Judge)
·
Psychomotor Domain (from
simplest to most complex)
Imitation
Manipulation
Precision
Articulation
Naturalization
·
Affective Domain (from
simplest to most complex)
Receiving
Responding
Valuing
Organizing
Characterizing
·
Writing Lesson Objectives
Tasks
Conditions
Standards
Instructors and their Jobs by Miller and Miller, 1998
Chapter 4 -- Identifying Content and Specifying
Behaviors
·
Instructor’s Goal --
Increase student’s competence
·
Identify Content / Tasks / Competencies
·
Behaviors (skills /
knowledge / attitudes) (“S/K/A”)
·
Analysis -- occupational
·
Job tasks -- Task statements
·
Developing a Curriculum
(DACUM)
·
Profile Chart -- Duties /
Tasks
·
Instructional Design
·
Robert Selvidge
/ Verne Fryklund
·
Blocks -- Content categories
·
“Doing” content -- skills /
processes / procedures --proper order, length, specific
·
“Knowing” content
·
Content inventory
·
Performance objectives --
transformed from tasks and related knowledge
·
Outcome-based instruction
·
Goals and objectives -- Tasks / Conditions / Criteria (standards)
·
Writing Performance
Objectives -- Verbs
Lesson Summary / Review
1. Be able to answer questions 1 through 18 in Chapter
4 of the text and display the answers in
your portfolio.
2. Be able to discuss Activities 1 through 8 in the text and display your responses in your portfolio.
3. Discribe the setting (middle school, high school, post-secondary school,
or occupational area) where you teach or plan to teach.
4. Be able to plan five to ten course objectives for the course you
are organizing.
5. Be able to develop a tentative schedule of content topics and student
activities for the course you are organizing.
References:
1. Instructors and their Jobs by Miller
and Miller,
2. Learning How to Teach by Edmunds and
Smith,