Behavioral Objectives

-The general objectives of education are called AIMS.

-The general objectives of schools, curricula and courses are called GOALS.

-The objectives of units and lessons are called INSTRUCTIONAL OBJECTIVES.

The Instructional Objective  is known as the behavioural change that a teacher tries to achieve at the end of the educational process .

The Instructional Objective is the expected and wanted change in the learner’s behaviour which you can observe, measure and evaluate after exposing the learner to an instructional situation including educational

experience.

The objective statement consists of the following parts :

a- Behavioral (action – verb) which describes the learner’s behavior accurately.

b- The subject of behaviour (the learner).

c-The content (the subject matter).

d- The minimum level of achievement.

e- The criterion (time criterion or percentage criterion ) .

Some of the most important conditions that should be considered when

writing ( an  instructional ) a behavioural  objective :

1-The sentence should describe the learner’s performance not the teacher’s .

2- The learner’s behavior must be observed .

3- The sentence must include the learner’s satisfactory level of performance .

4- The behavioural verb must be measured  and evaluated .

5- The behavioural objective must be clear, limited and attainable

Example :

By the end of the lesson , students (pupils) are to :

       Write  at least five sentences about (Fire ) with 80 %

        Accuracy.         

The (instructional ) behavioural  objectives can be divided into three main domains (fields) :

A-Cognitive Domain :

Bloom and his associates divided this field into six main levels which were arranged from the simplest to the most complex mental processes :

1-Knowledge : the recognition and recall of information .

2-Comprehesion : the understanding of the information given .

3-Application : the ability to use the information .

4-Analysis : the ability to dissect knowledge into its component parts and see their relationship .

5-Synthesis : the ability to put the component parts together to form knowledge .

6-Evaluation: the ability to judge and estimate .

B- Affective  ( sentimental ) Domain :          [Krathwohl]

1-      Receiving : the learner’s willingness to pay attention to particular stimulus .

2-      Responding :Learners respond to the stimulus they have received .

3-      Valuing : students have to prefer certain values and finally become committed to them . 

4-      Organizing : the student begins to conceptualize values and arrange them into a value system .

5-      Characterizing by a value : at this level , the individual acts consistently in accordance with values he has internalized . This controlling tendency is a part of the person’s behaviour and make up his “ total philosophy  or world view “ .

Examples :

By the end of the lesson , students (pupils ) are to :

    show interest in the subject by doing more extra reading .

    decide what values are most important .

    appreciate ………………

    illustrate growing interest in the story of King Abdul Aziz’s struggle by giving examples of his bravery .

    approve of the moral of the story (…………..) by giving examples of person’s help to each other .

C- Psychomotor Domain : 

 There are many classifications such as Harrow’s taxonomy, Simpson’s taxonomy (1972) , Kibler’s taxonomy(1981) and Al- Baghdadi’s taxonomy (1984) .  

The most well-known levels in this domain are :( receiving, readiness, guided response, mechanism, adaptation and creativity).  

Examples :

By the end of the lesson, Students (pupils) are to:

-write ………………

-speak freely about ………….

-read …………………………….

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