ABCD Method of writing Instructional Objectives

ABCD Method of writing Instructional Objectives

1. ABCD METHOD OF WRITING INSTRUCTIONAL OBJECTIVES Dr. M. B alasubramaniam

2. INTRODUCTION Some educators consider interest in objectives to be only a recent phenomenon. Objectives were used in the eight- year study conducted in the 1930s.The objectives for the instructional programs were written in behavioral terms so that modification of the student behaviors could be measured and used in programs evaluation.

3. OBJECTIVES What is an objective? An objective answers the question what should the participant be able to do. Who needs Objectives? An objective is for instructors and students; the former to focus instruction and guide selection of methodologies and the latter to know the end purpose of any learning activity . Why do we want to write clear objectives? An objective brings the content and participant together and creates a road map for learning. How do Objectives function? An objective guides the evaluation tool that will measure the successful completion of an educational activity

4. OBJECTIVE CATEGORIES COGNITIVE DOMAIN AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN

5. COGNITIVE DOMAIN A cognitive objective addresses comprehension, application, or problem-solving; thinking and expressing one's thoughts.

6. AFFECTIVE DOMAIN An affective objective addresses internal feelings, attitudes, and values.

7. PSYCHOMOTOR DOMAIN A psychomotor objective addresses the performance of a physical skill like learning to swim the back stroke or learning how to balance a bicycle.

8. 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.

9. SPECIFIC . . . specific Objectives are very specific . This means that they should describe precisely what the learner is expected to do.

10. OUTCOME BASED . . . outcome based 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.

11. MEASURABLE . . . measurable Objectives are measurable . This means that objectives should describe learning outcomes that can be measured; objectives should be seen or heard.

12. THE ABCD METHOD In the early 1970s the United states office of education supported the instructional development Institute Which promoted the ABCD approach to writing behavioural objectives.

13. ABCD METHOD A IS FOR ----- AUDIENCE B IS FOR ------ BEHAVIOUR C IS FOR ------- CONDITION D IS FOR ------- DEGREE

14. ABCD METHOD Audience – Who? Who are your learners ? Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.

15. ABCD METHOD Condition - how? In what context or under what circumstances will this learning occur? Will the audience be expected to know pieces of information to accomplish learning? Degree - how much will be accomplished? How well or to what level does this learning need to be perfected? speed? 80% of the time? other?

16. TWO BROAD TYPES Terminal OBJECTIVES : What the user can do at the end Enabling OBJECTIVES : What the user must be able to do in order to achieve the terminal objective

17. TERMINAL OBJECTIVE BAESD ON ABCD METHOD “The student in Art 103 will be able to form, without assistance, a pot six inches high by the tenth week of class. The pot will hold water and its attractiveness will be judged by the teacher”.

18. AUDIENCE : The student enrolled in art 103 will be able to BEHAVIOUR: Design, form and fire a clay pot six inches high. CONDITION: By the tenth week of class without assistance DEGREE : The pot should be able to hold water and be attractive as judged by the teacher

19. ENABLING OBJECTIVES AUDIENCE : The student enrolled in Art 103 will be able to… BEHAVIOUR : Mix potter’s clay… CONDITION : In less than five minutes… DEGREE : To consistency suitable for thyowing on a potter’s wheel.

20. AFTER TERMINAL OBJECTIVE-ABCD After the terminal objective is written, it is unnecessary to continually state the audience statement. The audience of the statement, may be written as a part of the heading and the rest of the objectives follows.

21. To ensure that the objectives is the behaviorally measurable and classifiable, the following verbs should be used whenever possible. The desired behavior involves a Fact ( Low – order cognitive domain) Recall,lable, state Recognize, respond

22. The desired behavior involves Concepts ( Cognitive domain ) Classify, discriminate, evaluate remember, read, detect If the behavior involves a Rule ( Cognitive domain ) Sequence,analyze,distinguish,identify,compare Use,apply,relocate

23. If the behavior involves a Principle ( High-order cognitive domain ) Explain,interpret,predict if the behavior involves an Attitude ( Affective domain ) Choose,offer,select Acceptable

24. CONDITIONS After the behaviors have been identified, it is necessary to specify the Conditions and Degree for each objectives. Conditions are the “Givens”. They describe the circumstances under which the task is performed conditions, but are not limited.

25. Environmental factors ( sensory conditions) People factors ( Alone, part of a team) Equipment factors ( Aids, tools) Information factors (Textbooks,notes,formulas) Time ( Task duration, pacing)

26. DEGREE: The degree statement should be able to what standards the student should be able to perform. How completely, how accurate, the rate, the time limit, to what degree of quality and with in what safety consideration.

27. REMEMBER’S A behavioral statement should can seen and measured. Non behavioral objectives don’t provide the communication necessary to effectively design, develop or evaluate instruction. More behavioral objectives easier it is to communicate its meaning to students, teacher, parents and another ins.designer.

28. COMPLETE INSTRUCTIONAL OBJECTIVES SHOULD BE observable Clear Unambiguous Description of a learning outcome

29. CONCLUSION The objectives of education is to prepare the young to educate themselves throughout their lives. Today we continue to see interest in objectives at all levels of education. The ABCD is not only an alphabetic letter but always better for writing instructional objectives.