FORMULATING BEHAVIORAL OBJECTIVES
Objectives:
At the end of the session, participants are expected
to:
1. recall how to craft learning objectives;
2. formulate terminal and enabling objectives; and
3. display positive attitude in writing learning
objectives.
Directions:
1. Choose one competency in the subjects you are teaching.
2. Write three behavioral objectives that you are going to craft when you prepare a lesson plan for this competency.
3. Write the crafted objectives on meta cards and post them on manila paper.
4. Choose a rapporteur to present your
output in 2 minutes.
How did you find the activity?
How did you write your behavioral objectives?
What guidelines did you consider in writing a
behavioral objective?
A behavioral objective , also known as
a learning objective and educational
objective, is a tool used to let the students know at the beginning of an activity of what is expected of them.
A behavioral objective should never include the instructional process or procedure as the behavior.
It should always describe the intended results rather than the means of achieving those results.
Behaviors can be written for one of three "domains of learning."
1. The cognitive domain deals with the acquisition of facts, knowledge, information, or concepts.
Psychomotor behaviors use the mind in combination with motor skills (physical activities).
Affective behaviors have to do with changes in attitudes, values, aesthetics, and appreciation.
Behavioral objectives written in the "cognitive" domain can be further divided into six levels of Bloom's Taxonomy.
•
TYPES OF LEARNING OBJECTIVES
1.Terminal Learning Objective
2. Enabling Objective
•
TERMINAL OBJECTIVES
state the overall learning outcomes you want to achieve in a specific activity.
•
ENABLING OBJECTIVES
are specific or concise statements that break down the TLO into smaller, more manageable steps that each one must achieve in order to accomplish the Terminal Learning Objective.
By the end of the five-day Training of Trainers,
the District Training Team will be able to develop
an action plan that will equip the teachers with
the knowledge, skills, attitudes and values in the
utilization of lesson exemplars guided by the
principles and framework of GAD-based iC CEBU.
SAMPLE ENABLING OBJECTIVES
At the end of this session, participants should be able to:
1. discuss the features and framework of L&D in the
context of DepED’s mandate and reform agenda;
2. design a creative representation of the key processes
of DepED’s L&D System; and
3. manifest teamwork in accomplishing assigned tasks.
Is the objective stated in a manner that anyone
reading the expected behavior can visualize what needs to be demonstrated by the participants? Is the behavior physically observable (can be seen or heard)?
In the ABCD guideline, check the “Behavior”statement on Measurable.
Is the objective stated using assessable terms (e.g., quantity, quality, timeliness, etc.)? Can the behavior be evaluated against some standards?
In the ABCD guideline, check the “Degree” statement on Achievable. Can the participants,with their current proficiency levels, realistically demonstrate the behavior
by the end of the program, given the opportunities and certain conditions?
In the ABCD guideline, check the “Audience”
and “Condition” statements to Result oriented. Is
the expected behavior directly linked
to the competency that is being developed as stated
in the Learning Competency?
In the ABCD guideline, check the “Degree” statement on Achievable. Can the participants, with their current proficiency levels, realistically demonstrate the behavior by the end of the program, given the opportunities and
certain conditions?
The Do’s and Don’ts in
Writing Behavioral/Learning Objectives
1. DO use verbs that are action oriented when describing the performance.
Verbs that assess understanding:
name, explain, illustrate, select,
identify, etc.
Verbs that assess the
applicability of the goal: perform,
construct, explain, reproduce, show,
list, etc.
Verbs that assess the evaluation of the goal: determine, identify, choose, validate, etc.
Verbs that describe the level of
synthesis that the participant is
expected to have: select, compare,
contrast, restate, summarize, etc.
2. DO NOT use verbs that are vague or that cannot be measured.
Here is a list of sample verbs that you should avoid using at all costs. Whenever you feel tempted to use one of these, try to think of a synonym that is clearer and that can be measured easily.
KNOW, UNDERSTAND, THINK, ENJOY, comprehend, be familiar with, appreciate, etc.
3. DO formulate objectives according to your
audience.
4. DO use action verbs that the participants can
relate to.
Use verbs that are included in the required activity.
5. DO NOT assume that certain key details are obvious.
6. DO NOT use more than one action verb per
objective.
7. DO formulate two clear objectives instead of a misleading one.
Instead of formulating a long objective that includes two or more action verbs, break it into smaller ones that are unambiguous.
Create one objective for every verb you need to use and state the criteria and the conditions related to that action verb in a clear manner.
8. DO NOT use corporate language.
9. DO make sure the limits are set correctly.
When setting an objective, the accuracy, and the time frame are of great importance.
10. DO focus on the outcome of the task.
“Objectives mo, i-evaluate mo”
Directions:
1. Review the three learning objectives you have crafted earlier.
2. Check your crafted objectives if it follow the ABCD and SMART guidelines in formulating behavioral objectives.
3. Refine those phrases that do not follow
the do’s and don’ts in writing objectives.
