ࡱ> >@=q` dbjbjqPqP 0,::dHHHHHHHT, , , , H $$ E'x x x x x x x x &&&&&&&$'hc*~&Hx x x x x &HHx x &"""x Hx Hx &"x &""%HH&x l b?, T&& '0E'j&*p!T*,&*H&8x x "x x x x x &&" x x x E'x x x x $ $ $  ( $ $ $ (\D,HHHHHH Two Models of Instructional-Performance Objectives Two of the most useful types of instructional objectives are known as (a) Magers Behavioral Objectives and (b) Gronlunds General and Specific Cognitive Objectives. Magers Behavioral Objectives are particularly appropriate for simple skills and other situations that call for a precise, measurable, performance-oriented outcome. They also force a teacher to consider the acceptable level of performance if the criteria is specified. You are not required to specify the criteria for your unit lessons developed, but you are required to specify the performance and condition. (see examples next page). Gronlunds General and Specific Cognitive Objectives are particularly appropriate for complex subjects and more advanced cognitive behaviors. They allow for broad outcomes to be identified in addition to specific performance behaviors. Both types of objectives can make use of higher and lower levels of Blooms Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation). Use your professional judgment to determine which type is most appropriate for planning your lesson. If several skills are part of an overall skill then Gronlunds might be the most appropriate to help tie the skills together. If each skill in the lesson is somewhat separate, then Magers is probably appropriate. Magers Behavioral Objectives The Mager type objectives can have three parts: A performance (e.g. solve) A condition (e.g. of the type 5 x 4 = ?) A criteria (e.g. nine out of ten) We require that you have parts 1 and 2 above. We believe that part 3 (criteria) is not always necessary, so you are not required to have the criteria. Thus, you should follow the pattern of version 2 below. Example 1: (version 1 ) The students can solve nine out of ten problems of the type 50 x 4 = ? (version 2 without part 3, criteria) The students can solve problems of the type 50 x 4 = ? Example 2: (version 1) Eighth-graders should be able to recite, with no more than three errors, ten consecutive lines from a single poem in the unit. (version 2 without part 3, criteria) Eighth-graders should be able to recite ten consecutive lines from a single poem in the unit. Example 3: (version 1) Given an article from a newspaper, students will mark statements with an F for fact or an O for opinion with 75% accuracy. (version 2 without part 3, criteria) Given an article from a newspaper, students will mark statements with an F for fact or an O for opinion. Magers Behavioral Objectives Some examples of typical conditions: Given a problem of the following type Given a list of Given any reference of the learner's choice Given a matrix of inter-correlations When provided with a standard set of tools Given a properly functioning Without the aid of references With the aid of references Without the aid of a calculator Without the aid of tools False Givens (i.e., Do not use these types of conditions) Given three days of instruction Given that the student has completed six laboratory experiments on Given that the student is in the category of gifted Given adequate practice in Gronlunds General and Specific Cognitive Objectives The Gronlund type objectives have two parts: A general, primary objective (e.g. defend, solve) Specific examples or outcomes (e.g. define, compute, explain). Notice that this second part can be stated somewhat like a Mager type objective, where it is helpful. Example 1: Students demonstrate how to perform simple multiplication. Can define what multiplication means in his or her own words. Can define relevant terms such as multiplier and product. Can solve multiplication problems using one digit numbers. Can explain how the answer was derived. Example 2: Seventh-graders can efficiently solve real-life problems that require finding sizes of the surface areas. Discriminates between the surface area of a figure and other quantitative characteristics of that figure. States the formula for the area of a rectangle. Given the dimensions of a rectangle, computes its area. Given the dimensions of a right triangle, computes its area. Given the dimensions of a cylinder, computes its surface area. When confronted with a real-life problem, determines whether computing the area of the surface will help solve that problem. Explains how solutions were derived. Example 3: Students present and defend their research project before a group. Describes the project in a well-organized manner. Summarizes the findings and their implications. Uses display materials to clarify ideas and relationships. Answers group members questions directly and completely. Presents a report that reflects careful planning. 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