Leslie Wilson's Curriculum Pages
Writing Behavioral Objectives
The
second principle of magic ... things which have once been in contact with each
other continue to act on each other at a distance even after the physical
contact has been severed
Sir James Frazer
Other Indexes
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Great site that tells you how to create all kinds of citations
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More curriculum links:
Behavioral Objectives:
These types of objectives indicate the specific behaviors students
must demonstrate to indicate that learning has occurred.
Advantages:
·
They are easy to write.
·
They are easier to categorize by domain (cognitive, affective,
physical/kinesthetic/tactile).
·
They are more easily evaluated. (usually, by objective methods.)
·
May easily be designated for horizontal enrichment or vertical
acceleration into categories of:
1.
must know
2.
need to know
3.
nice to know
4.
or categories like: introduced, developed, mastered.
See
pages on
Creating more
personalized educational pathways through prioritized objectives
Using the aforementioned district aim and goal concerning the
understanding and development of spoken English proficiency, here
are three examples of behavioral objectives in all three domains:
(and yes, the examples are meant to be a bit bizarre.)
Examples:
Aim:
Students will understand and become proficient at identifying
the different types of spoken English.
Goal:
Students will be able to identify and use American slang terms
and phrases.
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Cognitive: Students will identify and list 5 slang terms they have heard from their peers.
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Affective: Student will choose 3 of the most offensive slang terms from a list developed by the entire class.
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Physical: Students will create expressive gestures to go with their favorite slang terms.
Please note that in two of the objectives, specific evaluation
criteria have been built in. This is one of the strengths of
behavioral objectives.
The advantage to creating more holistic objectives (ones that fall
into more than one domain) is that this process creates additional
neural pathways. This allows learners to more easily remember
material and processes. In the past there has been an over
dependence on writing just cognitive objectives. It will be easier
to develop holistic objectives in some areas of study over others.
For instance, some educators find it hard to form affective
objectives in the area of math. While this may be true, it is
imperative for educators not to intentionally ignore instances where
an array of domains can be included in lessons.
This links to a page that can be printed and used to practice
writing objectives.
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For more information on behavioral objectives, go to the original sources:
Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.
Updated version see: Anderson, L. W. and David R. Krathwohl, D. R., et al (2000) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company, Inc.
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