REPORT IN EDUC.

Constructing Probability Distribution

EDUCATIONAL
LEARNING
OBJECTIVES

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 These are more specific
statements of what students will
know and be able to do. Typically
they are written to cover a small
block of instructional time, such an
instructional unit.

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 They should be stated in
terms of specific, observable and
measurable student responses –
always think about what specific
things you want students to learn in
relation to your goal.

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 Learning objectives are not
the same thing as learning goals.
Goals are broad categorizations of
things student will learn, whereas
learning objectives states specific,
measurable task that students will
be able to perform upon
completion of.
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 Learning objectives are not:
 Activities that student will
engage in (these are teaching
objectives) or;
 Materials students will see or use

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Examples of activities masked as
learning objectives:
“Read Chapter 2 in your textbook.”
“Summarize Chapter 2.”

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Examples of a learning objectives:
Students will be able to
“Describe the author’s perspective
in Chapter 2″
“Compare and contrast between
current author and a past author’s
perspective”
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They should be written at the
appropriate level of generality – not
too general that they do not
provide instructional guidance – but
not too specific so that they are not
too time consuming and confining.

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It is best to focus on a unit of
instruction, as opposed to a daily
lesson plan, as the important
learning that you want students to
develop will typically take more
than a day.

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Example:
Another way we can categorize
words is on the basis of how
general or specific they are. Take
the following list:
 vehicle (very general)
 car (still general)
 Toyota (more specific)
 Innova GL ‘18 (very specific)
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"Vehicle" is an abstract category. It
does not create a concrete picture
in the reader's mind. Even "car" is
general, though less so than
"vehicle." With "Toyota," we're
descending into the concrete world,

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though we're still referring to a
category, even if it's a smaller one
than "car." It's only when we get to
the Innova GL ’18 that the reader
can begin to imagine a specific,
individual car.

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Mathematics Examples
Goal 1: Students will learn to use
mathematics to define and solve
problems
Objective 1: Students will learn
to identify questions to be
answered in real life world
situations.

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Objective 2: students will learn to
apply a variety of strategies to
investigate problem.
Objective 3: Students will learn to
identify relevant information in a
problem situation.
Objective 4: Students will learn to
recognize the need to abandon or
modify an unproductive approach
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Goal 2: Students will develop
number sense
Objective 1: Students will
learn to compute (add, subtract,
multiply and divide) using whole
numbers.
Objective 2: Students will
learn when estimation is a better
approach than computation
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 Objective 3: Students will learn
estimation to check the
reasonableness of their answer
Objective 4: Students will
learn the meaning of basic
operations and how to apply basic
operations to situations involving
whole numbers.

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Language Arts examples
Goal 1: Students will learn to write
in a variety of forms for different
audiences and purposes( audiences
refers to the individual or group
whom the writer intends to
address. ,purpose refers to reason
the writer/students composes the
paragraph.)
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 Objective 1: Students will learn
to write for distant audiences(For
example, students can write a
business or legal memo).
Objective 2: Students will learn
to write to persuade others

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Objective 3: Students will learn to
write to express themselves
Objective 4: Students will learn to
write to inform others

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Two inappropriate learning
objectives are:
 Students will conduct chemistry
experiments; and
 Students will write in their
mathematics journal every day

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 Types of Learning Targets
Manzano and Kendall (1996) identified
five types of learning targets
1. Knowledge and simple understanding
– this includes of facts and information,
typically through recall (i.e dates,
definitions and principles) as well as
simple understanding (i.e summarizing
a paragraph, explaining a chart and
giving examples)
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2. Deep understanding and Reasoning – this
includes problem solving, critical thinking,
synthesis, comparing, high order thinking
skills, and judgement.
3. Skills – this involves something that a
student must demonstrate in a way other
than answering questions. These type of
targets involve a behaviour in which the
knowledge, understanding and reasoning
are used overtly.

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4. Products – this includes a sample
of student work (i,e. paper, report,
artwork or other project) that
demonstrate the ability, knowledge,
understanding, reasoning and skills.
5. Affective – this includes attitudes,
values, interests, feeling and beliefs

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Sources of Learning Targets
1. Bloom’s Taxonomy
2. National, Regional and District
3. standards
4. Textbooks

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 Bloom’s Taxonomy
Three Types of Learning
1. Cognitive – mental skills
(knowledge)
2. Affective – growth in feelings or
emotional areas (Attitude)
3. Psychomotor – manual or
physical skills (Skills)

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Learning Outcomes in the cognitive
domain are divided in two major
classes
1. Knowledge
a. Remembering previously learned
materials
b. Knowledge of ways and means of
dealing with specifics
c. Knowledge of universals and
abstractions in a field
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Intellectual Abilities and skills
a. Comprehension – grasping the
meaning of the material
1. Translation
2. Interpretation
3. Extrapolation

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b. Application – using information in
concrete situations
1. Analysis
2. Analysis of elements
3. Analysis of relationships
4. Analysis of organizational
principles

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c. Synthesis – putting parts together into a
whole
1. Production of a unique communication
2. Production of a plan or proposed set of
operations
3. Derivation of a set of abstract relations
4. Judging the value of a thing for a given
purpose using definite criteria
 Judgement in terms of internal
evidence
 Judgement in terms of external criteria
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 Cognitive Domain
1. Knowledge – recall data of
information
2. Comprehension – understand the
meaning, translation, interpolation
and interpretation of instructions
and problems. State a problem in
one’s own words.

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3. Application – use a concept in a new
situation or unprompted use of an
abstraction. Apply what was learned in the
classroom into novel situations in the work
place.
4. Analysis – Separates material or concepts
into component parts so that its
organizational structure may be understood.
Distinguishes between facts and inferences.

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5. Synthesis – Builds a structure or pattern
from diverse elements. Put parts together
to form a whole, with emphasis on creating
a new meaning or structure.
6. Evaluation – make judgement about the
value of ideas or materials.

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Affective Domain
1. Receiving phenomena – awareness,
willingness to hear, selected attention.
2. Responding on Phenomena – active
participation on the part of the learners
3. Valuing – the worth or value a person
attaches to a particular objects or
behaviour.

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4. Organization – Organize value into priorities or
contrasting different values resolving conflicts
between them and creating unique value. The
emphasis is comparing, relating and synthesizing
values.
5. Internalizing Value (Characterization) – has a
value system that controls an individual’s
behaviour. The behaviour is pervasive, consistent,
predictable and most importantly characteristic
of the learner instructional objectives are
concerned with the students general pattern of
adjustment personal and emotional.
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