INSTRUCTIONAL OBJECTIVES

An objective is a statement of purpose set for any undertaking. In teaching, it is a purpose which
describe a proposed change in the learner after he directed his efforts towards something to be done.
An objective is instructional when it describes an observable act or performance we want the
learner to demonstrate or show after the teaching-learning episode.
Instructional objectives have been stated in many different ways. We shall describe instructional
objectives as intended learning outcomes that are in terms of the type of performance students are able
to demonstrate at the end of the instruction to show that they have learned what was expected of them.
A learning activity describes what the learner does towards change in his performance. It is a
simple means of attaining a goal or an outcome.
According to Borich (2004), objectives have two practical purposes:
1. To move goals toward classroom accomplishments by identifying the specific classroom
strategies by which the goals can be achieved; and
2. To express teaching strategies in a format that allows the teacher to measure their effects on
learners.

The written statement that achieves these two purposes is called behavioral objective .When
the word behavioral precedes the word objective, learning is being defined as a change in observable
behaviour that can be measured within a specified period of time.

The writing of behavioural objectives requires that the behaviour being addressed be observable
and measurable. Activities that occur in your learners’ minds are not observable, therefore, they cannot
be the focus of behavioural objectives.

Unobserved activities, such as creation of mental images or rehearsing a response sub-vocally,

can precede learning, but they can not constitute evidence that learning has occurred, because they
cannot be directly observed.

Well-stated objectives clarify what are expected of the students at the end of the instruction in
terms of measurable and observable performance.

To state a meaningful objective, it should be teachable, observable, measurable,

attainable, result-oriented and reliable, time-bound and terminal, and specific.

What are instructional objectives?

Instructional objectives may also be called performance objectives, behavioral objectives, or

simply objectives. All of these terms are used interchangeably. Objectives are specific, outcome based,
measurable, and describe the learner's behavior after instruction. So what does that mean? Let's take a
closer look.

1. Objectives are very specific.

This means that they should describe precisely what the learner is expected to do.

2. Objectives are outcome based.

This means that the objective is going to state what the learner should be able to
do after the instruction is complete. The process of how the instruction happens is not
considered in an objective.
 3. Objectives are measurable.
This means that objectives should describe learning outcomes that can be
measured; objectives should be seen or heard.

4. Objectives describe student behaviors.

This means that objectives should relate what the student should be able to do
after the instruction.

Why should I care? Instructional Objectives are key to effective instruction.

Effective instruction occurs only when student behavior is changed in desired ways. Because
instructional objectives are tools for describing student outcomes, they provide a means to making the
instruction effective. In addition, there are three reasons that instructional objectives are so important.
Let's review these reasons.

1. . . . serve as a guide for students.

Objectives tell students to what is expected of them. They eliminate the "guess
work" because the expectations are clearly defined.

2. . . . serve as a basis for the selection of instructional media & materials and procedures.
Objectives allow the teacher/facilitator to determine the media, and materials that
is necessary to facilitate the learning. The procedures to be used to teach the new
information becomes clearer once the objective is defined.

3. . . . determine the appropriate ways to evaluate the learning.

Evaluation is always based on each instructional objective. Determining the
objective classification will assist you in determining the appropriate methods for
evaluation.

How do you classify instructional objectives?

Objectives may be classified according to the primary learning outcomes that take place. These learning
outcomes typically are classified into three domains or categories: cognitive, psychomotor or affective

o Cognitive: mental skills (Knowledge)

o Affective: growth in feelings or emotional areas (Attitude or self)
o Psychomotor: manual or physical skills (Skills)

Why Should Teachers Classify Objectives?

Teachers should classify objectives because the type of objectives attempted dictate the selection of
instructional methods, media and evaluation used in the lesson.

ACTIVITY 2: INSTRUCTIONAL OBJECTIVES

DISTINGUISHING BETWEEN LEARNERS’ OBJECTIVES (LO) AND TEACHER’S

OBJECTIVES (TO). Put LO if the objective is a Learner Objective and TO if Teacher Objective
before the number.
_____ 1. to enhance the dance skills of students.

_____ 2. To trace the historical development of ballet.

_____ 3. To define the given list of dance terms.

_____ 4. to give dance practice in contemporary dance.

_____ 5. To provide rich and varied experience through dance activities.

_____ 6. To execute the dance steps in 24 meter signature.

_____ 7. To stimulate the desire to create hip hop dance routine

_____ 8. To discuss the difference between competitive ballroom and recreational ballroom
dancing.

_____ 9. To review the dance lessons.

_____ 10. To dance Polka Sa Nayon .