Instructional Objectives Instructional objectives are specific measurable shortterm

Instructional Objectives • Instructional objectives are specific, measurable, short-term, observable learner behaviors. • Objectives specify what learners will be able to do • Objectives provide clear purposes for training. • Objectives state performances in terms that are clearly tangible to the reader • When writing an objective, describe the INTENDED result of instruction, NOT the PROCESS of instruction itself

Who Uses Objectives • Objectives are useful for students, instructors, instructional designers, and others involved in the design and implementation of the training.

Uses of Objectives • To provide a basis for measuring the results of instruction • To provide the learner with a clear purpose for organizing their efforts toward accomplishing the desired behaviors.

1. Audience (Who) • The learners • Identify who it is that will be doing the performance (not the instructor) • Know your students. • Know ability levels; backgrounds; interest levels; attention spans; ability to work together in groups; prior knowledge and learning experiences; special needs or accommodations; and learning preferences. • Know the individual’s audiologic results and prior aural rehabilitation experience. • Gathering all the pertinent information may not happen as quickly as you would like, but it is important for designing instruction that will meet the needs for each individual.

2. Behavior (Measurable) • What the learner will be able to do • Make sure it is something that can be seen or heard (observable/measurable)

3. Condition(s) • State the conditions you will impose when learners are demonstrating their mastery of the objective. • What will the learners be allowed to use? • What won't the learners be allowed to use? • Under what conditions must the mastery of skill occur?

4. Degree (Criterion) • The standard by which performance is evaluated • The communication power of an objective increases when you tell the learners HOW WELL the behavior must be done • Focus on answering the question, "What's good enough? ” • Common degrees include: – Speed (time) – Accuracy – Quality

Objectives • Identify the objectives you hope persons will achieve in the tasks that will engage them in the learning process. • Objectives are behavioral in nature and are specific to performance. • Objectives tell what will be observed in the individual’s performance and describe criteria by which performance is measured. • Objectives represent indicators of performance--to what extent a person is progressing in any given task. • Objectives can start with a "given" that describes a condition that enables persons to perform any given task (Gagne). – A "given" could be an activity, a specific set of directions, materials needed to perform a task, an assignment, or anything that sets up a condition for persons to engage in the task being observed and measured for performance. • The heart of the objective is the task that the person is expected to perform. • It is probably one of the most important parts of the lesson plan because it is person centered and outcomes based. • Objectives can range from easy to hard tasks depending on student abilities.

Writing the Objective • It is quite useful to lay out the statement of objectives in a four-column format, as shown overleaf: 1. Audience Who 2. Behavior 3. Condition(s) will be able givens to 4. Degree (Criterion) speed accuracy quality

Practice • Know parts of objectives – – – Audience = Student’s name Performance = Behavior Conditions Degree = Criteria Examples: • • • William will be able to discriminate back vowels. Bill While wearing a CI in utter darkness All 100% Unisensory

• Be able to put objectives in table: 1. Billy will be able to ID the Ling 6 sounds all the time. 2. Johnny will be able to correctly discrim back vs. front vowels when wearing his CI, auditory alone, 90% of the time. Detect Discrim ID 2 1 Environ Sounds Phonemes Syllables Words Phrases Sentences Discourse Comprehen d